Sunday Posts

I am not following the US election news. It seems Facebook knows this. I have seen very few news items about the trends, and even posts by people I am connected to have vanished from my timeline. I am sure there are plenty of people following it and talking about it. But the contrast that is most consequential to me is that with my former self. I would have obsessively followed it, and can still remember where I was in every election night since 1988. Every time, I thought it mattered. But this time, it is different. Of course, it matters a lot to the world. There are two major wars underway right now. The next US President would have significant impact on what happens next. These wars can spill out to become global conflicts, or in the least, the world may settle more rigidly into two different camps - and the choice the American voters make today is significant from that standpoint. My liberal friends may be quite disappointed if Trump wins.  My indifference, however, comes from ...

I wrote this blog through my 20 year stay in Britain, some years more diligently than others.  No one, including myself, would ever look at the archives perhaps, but if one did, one theme would stand out: Restart!  For the first 10 years of my career, spent in India and then in other countries in Asia, I followed a straight path: Working in companies, growing into more senior role, within the training sector. It was somewhat regular life. I had KPIs and month-ends, appraisals, holiday forms and salary raises, which I worried about.  However, I left all that and came to Britain in 2004. I came without a job - therefore, it was a proper restart! I assumed that my experience within the IT Training sector would get me a similar or a better job, but the IT training industry was very different in the UK and my skill sets did not travel well. I landed up managing accounts in an e-learning company, a role and an industry in which I had absolutely no prior experience.  Therea...

  Let’s start with a broad definition of education technology: When Jan Comenius was using vernacular medium and illustrations to teach a foreign language in the Seventeenth century (his Gate of the Tongue unlocked came out in 1631) , he was using the new technology of print and an educational idea (learning through illustrated textbooks) to create a new form of education.   However, such a definition of technology would also narrow down what we could call Education Technology (Edtech, as it is fashionably called). C ontemporary Edtech is a catch-all phrase for any technology used within the educational context. Duolingo, which employs an app to offer a new, gamified, approach to language learning , will be clubbed together with some boring classroom management software in the same   category. Instead, it makes more sense to define education technology to include such applications of scientific knowledge to further educational goals, rather than any piece of machinery or...

  Popular belief may hold that there is nothing better than getting out of the building and learn from doing things . Still, the cha otic, costly and unique nature of experience means that these may not translate into meaningful learning. The data bears it out: Though the employers give weight to relevant work experience, the correlation between work experience and work performance is at best tenuous. This is a serious limitation for all work-based learning models, including apprenticeships and co-operative education .   The key to learning from experience is a prepared mind. It is not enough to have the experience , but the person having the experience must be able to engage consciously in the activity . Always be learning should be the motto, and each action should be understood in its context. To construct a learning system that enables our learners to do this, we educate our learners through a learn-connect-lead cycle.   Learn-Connect-Lead   Learning is ...

  The limits of experiential learning     Guilty as charged , we evangelised experiential learning as the most appropriate education format to meet the demands of rapidly changing workplaces.   Dismayed by over-reliance on uninteresting lectures with hundreds of slides, we emphasised practical enga gement. Our point was that the solitary content consumption, whether from books or from videos, does not allow anyone to prepare for rapid shifts in technology or workplace practices. Instead, the lear ners need to work with other people, as most work today is done in teams, and they should solve real-life problems, as only by application are thin gs really learnt.   But there must be more than this if one is  to create a learning experience in the twenty-first century. That application is a better way of learning than reading textbooks is rather well known. No one denies that experiential learning works better in preparing for practical work. Rather, it ...