If you fast-forward to about 3:04 you’ll hear the artist RJD2 talk about his approach to song writing being influenced by studying Mathematics in college. Fascinatingly, he talks about music in spatial terms – suggesting that, like me, he may be mildly synaesthetic. RJD2 imagines music as being like a game of Tetris where you can dictate the shape of any of the pieces.
As an educator, I find this intriguing. If we imagine the falling tetris blocks to be the things that learners have to assimilate, then it’s easy to see how problematic it can be to neither being in control of their ‘shape’ nor the speed at which they come at you.
What if we handed that over to learners? And what if each block was a badge along a learning pathway?
In this post, I want to dive deeper into learning pathways, dividing these types of pathways into broadly two groups. There are those kinds of pathways that are descriptive and those that are prescriptive. Neither of these labels is pejorative, as each could be appropriate given a particular context. This way of looking at learning pathways has often come up in conversations around OpenBadges:
My latest post for DMLcentral is up. Entitled Scaffolding Web Literacy Through Learning Pathways, I discuss the difference between training and learning, as well as ways in which we can scaffold the development of web literacy.