Real World Educational Exchanges
Part 1: Previous Page
Let’s begin by talking more about where it all starts. It begins with that skilled and experienced person being swarmed by people who want to pick their brain.
But let’s color in some details here by using an example. Let’s say this person is a published screenwriter. And the people around her are aspiring writers. Essentially, they are looking at her thinking “okay this woman is amazing, she’s where I want to be in 10 years, she obviously understands some type of system, or strategy or approach to this industry because she’s achieved of the level of success that’s found by so few people”.
So what students want to do is sort of “plugin” and see how her mind works. What makes her a great writer? What makes people want to put her scripts on the screen? They probably want to know how she works, what’s her routine? When does she wake up in the morning? How man pages does she write as day? What are her favorite screenplays? How does she develop such memorable characters? The questions just keep coming.
So this is a very natural way for a student and teacher relationship to start. Someone is amazing at something…. and people want to learn how to be as amazing as them.
So let’s go back to our story for a moment. Let’s really color this story in here. Let’s give our screenwriter a name. Let’s call her Paige. Paige is a really great woman and she gives back to the writing community by teaching now and then at a local college, she does some free mentoring and script consulting for her friends as well. But now let’s say Paige is approached by a stranger. An aspiring writer who wants Paige to review his script, for say, $300 for the service.
Let’s say Paige agrees. Paige goes home, reads the script and then the next day they meet at a local cafe. They sit at a table in two chairs and they talk. They talk about the script. What worked, what didn’t. Paige’s goal during this time is to help the student improve his work. And the student has the opportunity now to “plugin” as we said, to Paige’s mind. To see how she looks at things, like character development, story arc, story architecture and so on.
Once their meeting is finished the student will go home make any adjustments they feel will improve their script. Paige didn’t write his script for him, and there is no guarantee that the script is even going to be any good. But that was never the goal of this educational exchange. The student just wanted to see their script be analyzed through the eyes of a professional screenwriter.
So what we have here is sort of like a real-world Learning Management System. Think of it like a real-world cafe LMS – which is really just a fancy way of saying “a table, 2 chairs, a script, a teacher, a student and a bit of time”. I mean it doesn’t fit the definition of LMS perfectly… but I’ll use the term loosely to help me illustrate the point.
So, in this case, a student came up with a goal and the teacher provided the framework to make it happen.
In an online LMS, this happens in a very similar way. More of the educational process is automated, as we’ll talk about in a few minutes, but I used this example because the educational exchange was really valuable… but it was also really simple.
I think when people hear the acronym LMS, it sounds sort of fancy and technologically above them. Something only big companies or licensed teachers can understand…. but that’s really not the case at all. And big companies and licensed teachers shouldn’t be the only ones being able to participate in educational exchanges through Learning Management Systems.
So before we start talking about the nuts and bolts of an LMS let’s first talk about what we need an LMS to do for us.
KEEP READING BELOW
Part 1: Best Learning Management System
Part 2: Real world educational exchanges
Part 3: LMS design: Thinking about the educational process backwards
Part 4: How to bring your course idea online: Decide on LMS features
Part 5: LMS scalability & efficiency