And luckily, it’s not a disease…

I have been plugging through this latest LRNT course with less than wild abandon.  In fact, I think I have the facial expression of a dear in the headlights.  I’m lost.  Totally, utterly and completely.  I mean, I get that this course is about program planning.  I get that lots of people have written fairly boring books on program planning.  But I’m not sure what it has to do with me.

But today, it’s starting to make a bit more sense.  I’m pretty sure (?) our next assignment is to CLOSELY review the SECTIONS model suggested by Bates and Poole, with an eye for how it affects our particular situation.  For me, it’s a question of whether or not a model designed mainly for post-secondary is going to work with a bunch of teenagers.

And I suppose getting up close and personal with this model will really help with the next assignment.  Which is about program planning, not course planning.  So am I to create a program, and not just one course?  Damn.  I’m a course-design kind of girl.  I can design the Social Studies course for the e-learning centre.  But plan the whole e-learning centre?  That gives me the quivery-shiveries (to quote Wilson the train on my son’s favourite show, Chuggington)…

But I did realize two things today as I sat at my kitchen table, looking out at the rapidly falling leaves and breathing in the aroma of roasted potatoes coming from the kitchen (although my husband cooks them in lard.  That’s artery clogging, to be sure).

Here are my two epiphanies:

1.  The SECTIONS model is pretty straightforward, and applying it to my situation shouldn’t be too tough.

2.  I am NEVER going to subject any students to this kind of learning.  Sure, you can have completely online courses, but they need to be more carefully structured.  This is by no means a critique of our instructors, but if I’m having trouble figuring out what’s going on, how’s a 16 year old going to handle it?

Sigh.  Off to eat some turkey.  Gobble, gobble…

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