A Non-Failing “NeoBlend-Digit” Schooling Free of Conventional Teachers: A Blueprint for a Futuristic Learning Open to Infinity

Abstract

The practice of Blended learning in schooling for almost two decades has shown limited variations from what conventional education had breached hundreds of years ago. In that, continuing the use of large groups teaching, big chunks of required curriculum for learning and instruction, unified mandatory knowledge for all students, the lack of individual achievement pace, unified daily study schedules, and same backward assessment tools and formalities. Yet, ICTs exert every moment profound remote digital penetrating power into the deep privacy of human anatomy, actions, family and daily lives in what could be called the “Age of digital Information Nudity”. Moreover, resource teachers or students’ counselors are able by a click at a digital curriculum to reveal where learners’ locations are, how many times attempted reading, performing assignments, or what study difficulties they are facing. ICTs have dismantled all the psychological, social, educational and physical boundaries separating peoples, businesses and schooling communities. Students living currently in digital environments have a free will through digital means to decide, plan, in addition, to using types, tools, times and settings for their blended and online learnings, even without the pre-consent of school authorities. Hence, a new form of blended education deems crucial, that is “neoBlend-Digit” Schooling. This new hybrid methodology, when well served by developmental appropriate curriculum design, thoughtful treatment of curriculum content, a systemic implementation framework (diagnostic, formative and summative), and optional multi learning tracks, will lead to open ended learning free of failure, outdated teachers and school personnel, and environmental limitations. Consequently civic citizen students are graduating as literates, professional specialists, and academic pioneers.. Realizing as such what the American educator, William Glasser* wished for “Schools without Failure”. In current work however, the long waited dream of Glasser is presented in a concise digital language and concretely accountable educational evidences in field reality.