At the request of Vince Kellen, CIO of the University of Kentucky, I produced the following chart exploring a continuum of the potential of various technologies to disrupt the traditional lecture model of course delivery.
(Chart (c) 2010 University of Kentucky All Rights Reserved)
The idea behind the chart is to examine a continuum of the potential for disruption to the traditional “sage on the stage” model of course delivery posed by a variety of technologies.
To the left of the chart, we find those technologies that are most conducive to the preservation and enhancement of the traditional lecture model. Technologies such as slideware (PowerPoint, Keynote) and the Learning Management System (Blackboard, Mookle, Sakai) serve to reinforce those traditional aspects of this model by making it easier to conduct extant course functions. As one moves to the right on the chart, however, we see the introduction of technologies that increasingly disrupt the lecture model, as well as what we think of as the traditional face-to-face course. Color-coded columns are an attempt to group these technologies together into categories. For example, I’ve placed Second Life and Adobe Connect Pro into the same column as they – at a basic level – seek to preserve an existing classroom form and function, but pushed out into the online setting. The goal of both in education has, heretofore, been an effort at preserving a synchronous environment. Certainly, Second Life can (and sometimes does) go beyond that, but in my analysis, has not gone as far as it could toward the asynchronous experience.
The maximally disruptive technologies on the right are categorized as such because they do the most to take learning outside the traditional classroom environment, bounded by static and predictable time and space, and move learning out into the world in an asynchronous manner.
Over the coming weeks, I will be writing a series of posts to further explain my thinking behind this continuum, and explore the technologies within each category and their disruptive potential.
Originally published at EduFuturist.com