Click here to learn about Dave Moursund's free book on science and technology education for teaches and parents of K-8 children.

= = = = = = = = = = = = = = = = = = = = = = = = =

I have a doctorate in mathematics, with a specialization in certain theoretical aspects of numerical analysis. At its roots, numerical analysis focuses on computationally intensive methods of solving a variety of problems.

For example, computers are routinely used for long-range weather forecasting. (See http://en.wikipedia.org/wiki/Numerical_weather_prediction.)  Researchers have developed a variety of theoretical models they use in weather forecasting. Instruments located throughout the world gather data about weather conditions at a particular time. The challenge is then to solve a system of many thousands of equations in many thousands of unknowns. This needs to be done in a timely fashion so that a forecast can be made early enough to be of use to people.

Back when computerized weather forecasting was first being developed, it took two weeks to make a very rough forecast for the next day or two. Since then computers have gotten much faster, the theory and the data gathering has gotten much better, and techniques for solving such equations have gotten better. Although some of the fastest computers in the world are used for weather forecasting, often the results are not as good as we would like.

A PhD served as my credentials to get a job half time in the Computing Center and half time in the Mathematics Department at Michigan State University. Although I had never had a computer course, my credential allowed me to be an employee of a Computing Center.

When I moved to the University of Oregon, the same situation prevailed—halftime in the Computing Center and half time in the Mathematics Department. Two years later I became the first head of the Computer Science Department at the University of Oregon. A Doctorate in Math along with self-taught knowledge in the computer field served as my credentials. Still later I moved into the College of Education as a full Professor, teaching courses in the field of computers in education. Eventually I was the major professor or co-major professor of more than 70 doctoral students in Education and I have never had an education course.

The purpose of this story is to indicate that in the world of higher education my doctorate served as a credential that allowed me to get my initial job. A lifetime of learning on the job has allowed me to move in various directions and to have a very enjoyable professional career. I know that it is possible to learn on one’s own.

As more and better resources and aids to learning become available free or inexpensively on the Web, more and more people will self-educate. They will become quite well qualified in areas in which they have no degree, certificate, or license. They may well have difficulty obtaining a position in which they can build a portfolio or resume that is representative of their knowledge and skills.

Our current system of screening people for jobs is highly dependent on “measures” such as apprenticeships, certificates, licenses, and degrees. In certain situations, a portfolio is essential. In other situations, a resume showing one’s experiences and successes is essential.

Here are two issues that I find interesting:

• How do we educate students so that they can eventually take responsibility for their own learning and make significant progress in areas of their own choosing and produce evidence of their self-education?
  • For example, we certainly want students to learn that information that they make available on the Web represents a certain aspect of their personal portfolio. What information about oneself and one's activities does one want to include in this aspect of pone's portfolio.
  • We want students to learn to learn on the job (more generally, learn more about their vocations and avocations) in a continuous improvement manner.
• Can our hiring system adjust to alternate forms of preparation to become qualified for a new job or upward mobility in their current job?

What You Can Do

You know that the message sent is not necessarily the message received. You, for example, have “constructed” a personal meaning to my message given above. My overall intent is to provide you with some information and ideas that you will act upon in a manner that leads to improving our informal and formal education system.

So, pause for a few seconds and think about the meaning you have constructed from my message and some possible action that you might take based on the meaning you have constructed. What occurs to you that you, personally, will try out in your quest to improve our education system?

I am a strong supporter of education of all types. However, I am increasingly troubled by our ways of assessing the nature and quality of education (knowledge, skills, general capabilities) that people gain informally and formally. In my own life, I was "lucky" in that I got a Ph.D. formal credential relatively early in life, and hiding behind that degree I was able to go into the various areas that interested my.

Final Remarks

Spend a bit of time reflecting on what you have just read. How does the information fit in with your current knowledge, beliefs, and activities? How can you make use of the information to help improve our informal and formal educational systems? Who do you know that might benefit from reading the IAE Blog entry?

If the IAE blog entries are useful to you, then consider signing up for a Free Subscription. (See the menu on the left side of the page). You will automatically receive email about new postings to the blog. Typically, there are about three new postings per week.

Links to Related IAE Documents

Lifelong learning is a key aspect of professional development.  Thus, you may be interested in some of the free books by Moursund that are available at David Moursund Books.

All educators are engaged in the scholarship of teaching and learning.

Distance Learning.

Education for Increasing Expertise.

Living in a world of black boxes, opaque boxes, and somewhat clearer boxes.

Self-formative assessment.