The responses were interesting and varied when last month I submit this series of questions to more than a dozen online professional discussion groups.
âDoes anyone have an example of a virtual curriculum based upon an individualâs subject matter interest rather than group subjects or topics? Is success measured based upon the participantâs mastery of the subject or some type of norm scores? Are the results tied to work performance, pay, or certification?
Quickly, a definition of âvirtualâ needed to be established. It was generally agreed in most of the discussion groups that âvirtualâ meant âonline.â Bill Brunk, Ph.D asked the question on the CLO Magazine discussion group, â I wonder if you might not be confusing two concept here: self-directed learning and virtual (online) learning.â Dr. Brunk brought up a good point and I thought we were beginning to address the question but the largest number of immediate responses came from consultants and schools who obviously were trying to market their online courses. If they bothered to look, I too offer online classes on my websiteâ but that did not really address the questions.
To clarify I stated that I wanted to explore the curriculum definition that relates to a set of courses constituting an area of specialization, where curriculum is built around the individualâs interest rather than the institutions offerings. I was looking for more than simply saying we (the association/consultant/university) give online degrees or provide certification in...(fill in the blank).
From the TED discussion group Donald R. (Chip) Levy, a former Senior Director of Professional Development at the AIA responded with, âIn common practice, many think of a curriculum as a generally linear, organized learning path to some goal (degree, certification, specialist credential, etc.). For me, the interesting twist has less to do with getting one's ticket punched at the end of a process, and more to do with building a thoughtful, if idiosyncratic, learning program that continually moves each learner toward evolving performance excellence and (career) success. The resources can be from a variety of sources, focused on a variety of KSAs, employing a variety of delivery channels and media, and uniquely aggregated for each person. It is an ongoing, evolutionary prospect -- a "lifelong curriculum" that guides "lifelong learning" as we progress through our careers.â
In conclusion, I believe that technology allows us to expand our learning options in a format where we can pick the one that works best for us. If I take courses at my own discretion I would be reluctant to call that a curriculum. In order for the learning to become a curriculum I would suggest that the process follows a guided path, such as one outlined by a negotiated contract. I would advocate however that the curriculum options are greatly expanded when the learning process is not limited or restricted to just the courses offered by the school, the association or a business. The instructor or consultant thus becomes a learning adviser - guiding the learner toward agreed upon learning goals.