Recent newsletters explored examples of good-enough innovations that proved to be game-changers. At their introduction, few, if any, were regarded as either "best in class" or "state-of-the-art." It is important to acknowledge how perfectly adequate good-enough really is because within the context of well-regarded institutions of learning there are occasions when nothing short of state-of-the-art appears to be acceptable. In learning technologies, the pursuit of this ideal can lead to unanticipated costs.
High-profile institutions are, after all, in the business of attracting the best and brightest minds by offering top-notch learning, work and research environments designed to bring out their best work. When resources are plentiful, it is commonplace to hear a best-of-the-best mantra reverberating through the walls of every planning session; often with insufficient thought to operating costs associated with "cutting edge" amenities.
In order to find a way to accept that now is an ideal time to re-imagine classroom tech, let us first consider how we arrived at where we are, and all we've accomplished…
Large, progressive institutions such as the University of North Carolina are renowned for blazing trails in learning technologies. For more than two decades, UNC pioneered technology-enabled learning space.
Continue reading An Open Proposal for Innovation, Part One: The Carolina Case