COVID-19 has forced schools to offer some sort of elearning service. It has forced schools, essentially, to swivel and offer something they’re not used to, at a time of high stress and uncertainty. As teachers, we tend, naturally enough, to look for “solutions” in the direction of education for what works: academic research on elearning, guides on “live teaching” and, less loftily and perhaps more pragmatically, stories from any schools that have managed an even half-way successful prototype.…
I’m beginning to get a little weary of the top-down vs bottom-up divide.
It’s a small point, but isn’t the real paydirt what you might call the side-to-side?
Gautam has been doing some thinking about the overlap between Knowledge management and Organisational Development.
“Eventually every KM project is an attempt to change the corporate culture of the organization and the behavior of people in the organizational systems. This change can never be sustainable unless human and organizational processes change to support this change.
Traffic should flow best in cities when only a limited number of roads lead to the centre. This counter-intuitive finding could allow planners to prevent gridlock by closing roads rather than building new ones.
Seems everybody’s talking about emergence, bottom up behaviour. Which is fine (though personally “bottom up” still reminds me of a something you say in the pub).
There’s also quite a lot of chatter about Personal Knowledge Management vs Collective Knowlege Management.…
Still on the poetry tip … here for “theologic” read “knowledge”, “top-down”, “bottom-up” or anything like that and it seems to hold .. (it’s a reworking of an old Indian parable by the way)
It was six men of Indostan
To learning much inclined,
Who went to see the Elephant
(Though all of them were blind),
That each by observation
Might satisfy his mind.