See also: Part 2 – a design proposition for Moodle course front page

(Update July 5th: Working on the follow-up article is taking longer than I expected. Bear with me, it is on its way! :)

Inspired by Tomaz’ blog post, I did an informal interview with a business and marketing teacher I know. There are two separate points I want to make about the interview, so this article starts a series of two articles.

I wanted to go thinking on a very general level of what are the tools that can be used for helping individuals learn on a given theme. I will here call the place to do such learning, a course.

The questions I presented:

What constitutes a course?
What are the defining factors; what do you do on a course, how, and why? In other words, we playfully tried to generate a definition of a course.

What kinds of tools can be used in order to facilitate learning of individuals on a course?
Then I asked the interviewee to list the tools that can be used for learning in each aspect of the course’s definition. “Tools” are defined very widely here, as anything that can facilitate learning on the theme. They may sometimes have natural hierarchy, but here I want to perceive them such that each we can each still see the relations differently.

The definition here is of necessity more narrow than that discussed by Tomaz – I believe that restriction helps when thinking about the design of a platform for courses.

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