A learning design is a creative pathway, with steps along the way, that guides someone from a point of introduction to a permanent change in knowing, doing, or being.

State law didn’t allow for consideration of the project’s potential effects on climate change, she said.

Our perception is often biased, selective, and malleable.

The person in this role must be “enabled and empowered campus-wide so the people understand exactly who this person is and what he or she is doing.” Successful implementation of a COLO position thus depends on adaptability and support from the head of an institution. Senior leadership bears responsibility for communicating how an organization’s overall mission and strategic plan embrace a C-suite-level investment in areas associated with online learning.

Enough sappiness and sentiment. Gimme a call after Christmas and let’s meet up at Crunchy’s for a burger and tots. My treat. Go Green! 

we decided before our first day that we would invite our students to join our faculty and leadership to become co-authors of the program.

These innovations aren’t mired in the past. They are solutions firmly focused on the future — not some technocentric version of it, where we invent our way to utopia, but a human-centric future that reflects where we’ve been, what we’ve learned and how we actually want to live. If that means we build more libraries in parks, then we are moving in the right direction.

Traditional cooking, craft beer, heirloom vegetables and grass-fed beef have brought food forward by turning back.

This model has been so effective that Amazon is opening more bookstores and Walmart just announced concept stores that will include food halls, farmers markets, bike rentals and parks — the very things the company siphoned away from American towns.

When you look at those cities, you’ll also find some of the most innovative solutions to the way we conduct commerce. Not one-hour delivery or meal kits on demand, but the boom in a parallel retail model that is decidedly social and human focused.

True innovation isn’t just some magic carnival of invention, like a Steve Jobs keynote with a pretty toy at the end. It is a continuing process of gradual improvement and assessment that every institution and business experiences in some way. Often that actually means adopting ideas and tools that already exist but make sense in a new context, or even returning to methods that worked in the past. Adapted to the challenges of today, these rearview innovations have proved to be as transformative as novel technologies.

fear of missing out has led us to foolishly embrace the false trappings of innovation over truly innovative ideas that may be simpler and ultimately more effective.

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The educational researchers who were promoting non-scientific research paradigms (including qualitative studies, arts-based studies, and humanities-oriented studies) were very skillful at articulating and making explicit the theoretical bases for their research projects. In contrast, the science- or social-science-oriented educational researchers were quite at a loss to justify in theoretical terms their epistemological commitments. The scientific educational researchers had apparently never been required to theorize their research projects or explaining the affordances and limitations of their scientific approach to educational research. They had not had opportunities to explain their work in theoretical terms because the theoretical support mechanisms for their scientific projects had always been lurking, and taken for granted as self-evident in their approaches to research.

I don’t want to say that methodology has replaced theory because it has not. Rather, by using the term “lurking” I am trying to convey the idea that, even though methodology has been prominent and obvious in educational studies, theory has never been absent.

some of its programs even encourage members to buy fewer products.

Given the nature of big data, bringing technical, scientific, social, and humanistic researchers together on projects enables this debate to emerge as a strength because, if done well, it provides the means to understand the ethical issues from a range of perspectives and disrupt the silos of disciplines

data are people

The literature on science, technology, engineering, and mathematics (STEM) is abounding with the importance of increasing college access, retention, and persistence among students because of implications for America’s global competitiveness.

After any particular CPE or CPA is developed, it must be pilot tested to work out problems, to discover more effective and/or efficient methods, logistics, wording, instructions, or the like (Lenburg, 1979, 1998, 1999; Luttrell, et al, 1999).

When performance examinations are administered in actual clinical environments (not simulations) the concept of flexibility is essential, as each client (patient) is different.

The concept of examination is foundational to all the others; the evaluation episode is constructed and implemented as an objective examination to determine competence, not to promote learning per se.

Lecture and memorization, multiple-choice testing and traditional assignments may lead to course completion, but they often are ineffectual in helping students to become competent and confident in skills such as critical thinking, communication, management, and leadership. Using realistic strategies such as problem-based learning, case studies based on printed text or computer simulations, and team projects, promote these competencies

The unit objectives are rewritten below to illustrate evolving thinking and final wording as practice outcomes. Focus on the undergirding, but unstated competence used in practice, and consider how the objectives could be rewritten as competency outcomes.

Lenburg’s Eight Core Practice Competencies with Subskill Examples

A comprehensive, concept-oriented model that allows for flexible adaptation and corresponding assessment methods is logical and essential.

What are the essential competencies and outcomes for contemporary practice? What are the indicators that define those competencies? What are the most effective ways to learn those competencies? And, What are the most effective ways to document that learners and/or practitioners have achieved the required competencies?

What should we give up? How can we justify not "covering all the content"? How can we include the exploding volume of information available on the Internet and in encyclopedic textbooks? And how much more can we expect of students who already are overloaded with multiple other responsibilities?

determining what content to include or exclude, where and how it should be distributed, which teaching methods to use, and the ever-worrisome question of how to evaluate achievement objectively and legally.

It describes an integrated outcomes-oriented system based on concepts related to creating practice competency categories, implementing interactive learning methods and key psychometric concepts that support performance assessment methods.

teachers in academic and practice settings use traditional course objectives, lectures, and evaluation methods that often are characterized as teacher-focused, subjective, and inconsistent.

With respect then to curiosity, the teacher has usually more to learn than to teach. Rarely can they aspire to the office of kindling or even increasing it. Their task is rather to keep alive the sacred spark of wonder and to fan the flame that already glows. Their problem is to protect the spirit of inquiry, to keep it from becoming blasé from overexcitement, wooden from routine, fossilized through dogmatic instruction, or dissipated by random exercise upon trivial things.

If germinating powers are not used and cultivated at the right moment, they tend to be transitory, to die out, or to wane in intensity.

(b)  A higher stage of curiosity develops under the influence of social stimuli. When the child learns that he can appeal to others to eke out his store of experiences, so that, if objects fail to respond interestingly to his experiments, he may call upon persons to provide interesting material, a new epoch sets in. “What is that?” “Why?” become the unfailing signs of a child’s presence. At first this questioning is hardly more than a projection into social relations of the physical overflow which earlier kept the child pushing and pulling, opening and shutting. He asks in succession what holds up the house, what  holds up the soil that holds the house, what holds up the earth that holds the soil; but his questions are not evidence of any genuine consciousness of rational connections. His why is not a demand for scientific explanation; the motive behind it is simply eagerness for a larger acquaintance with the mysterious world in which he is placed. The search is not for a law or principle, but only for a bigger fact. Yet there is more than a desire to accumulate just information or heap up disconnected items, although sometimes the interrogating habit threatens to degenerate into a mere disease of language. In the feeling, however dim, that the facts which directly meet the senses are not the whole story, that there is more behind them and more to come from them, lies the germ of intellectual curiosity.

The curious mind is constantly alert and exploring, seeking material for thought, as a vigorous and healthy body is on the qui vive for nutriment.

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The musculoskeletal system comprisesthemuscles,bonesandjointsthatallowananimaltowalk,findfoodandmates:lossordamage to this system can have profound,evencatastrophiceffectsforapatient.It'simportantthateverygraduatingveterinarianbe able to examine a patient and determinewhetherjoints,bonesormusclesarenormalordamaged:agoodknowledgeofnormal structure and function is essential.Inthiscourse,usingdissections,prosections,andliveanimalpalpation,youwilllearnwhat normal bones, joints and muscles ofdomesticanimalslooklike,howtheyshouldwork,andwhatdamagetoessentialcomponents would look like. By the endofthismoduleyoushouldbeabletoidentifycommoninjuriesleadingtosignificantlossof function of the musculoskeletal systemindogs,cats,horsesandruminants

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