Still too innovative

While there are signs of interest it seems the online world is not yet ready to embrace synchronous classrooms fully. The synchronous communications are still optional and usually face to face rather than via technology. Whoever starts the synchronous classroom will be the pioneer of the field.

Video clips will replace photographs.

Soon video clips will replace photographs. Already I am updating my own PowerPoint slides with PowerPoint animations. It is a small step to replace a photograph with animation. I have a number of animation projects underway and the more I do it the more I compare it to photo enhancements. This is just another type of photo enhancement.
I have designed a course to teach five minute modeling and am designing a course titled five minute animation.

Video has arrived

Video has arrived but it may take another ten years before it becomes widespread. It works but those who could employ video cannot agree on it's terms. It is interesting to watch the slow struggle from the lab to the boardroom. There was an initial rush but so many fingers got burnt that they are twice shy so it needs a new generation of leadership to arrive. There will be growing pains because the bottom line will overrule the quality and that will result in many false starts. We are in the false start era now. But it will take one or two high profile successes to open the floodgates. Usually it takes a few years before the right combination of need and seed germinate into something flourishing.

Exponential Learning

Exponential Learning is required in technology learning to keep up with exponential technological advances. A simple linear learning model can keep up with linear learning systems that take long periods of time to introduce new information and new theories such as in history and anthropology and most other sciences. The one outstanding exception is computer technology since it improves at a rate doubling every 18 months. This means that computer curricula must be changed every two years at least. Even though every year sees curricula adaptations and improvements few curricula are overhauled every two years. The GIVC model allows for curricula overhaul every year.

Mass Learning System

GIVC is a Mass Learning System. It is designed to teach large numbers of learners beyond the current class capacities. In order to achieve this it requires some basic changes in teaching and learning. The principles this GIVC system is based on are Natural Learning and Exponential Learning Theories.

Mezirow's Transformative Learning

Transformative Learning operates on the learner's builtin schema. We all have schema's built up early in our life experience. New learning must attach to previous learning or the existing schema. Truly Transformative learning takes more work since it may involve rearranging the current schema in new ways to attach new learning. Usually we need precipitating events to shake us up to work on the schema. For example, people with privileged schemas must encounter a stark inequity at an emotional level before they might reconsider their automatically accepted privileges inn order to negotiate a more equitable balance of sharing privilege. GIVC provides that kind of cross cultural experiences.

Transformative Learning

Transformative learning is being transformed by the material and changing the schema or paradigm you have.
I recently was exposed to Transformative Teaching which was not fully explained but seems to follow the idea of tranformative learning but once executed by teachers who do not fully comprehend it becomes do as we do teaching. And the example I learnt from was a preschool or grade school teacher's processes.