Thinking about this some more and wanted to expand .. yes my concern is around the workload, an that the workload will be distributed. Say I want to plan a 30 hour unit on 2D animation. I used to research , plan a sequence of activities and assessments , write this up into a 3 - 5 page document including all the ASQA framework requirements, have another teacher validate the documents, and upload all docs to places where my management, auditors and students had access, Let's say that is about 1 - 2 days work. The latest revised system has added layers to this process of providing unit mappings, feedback forms, etc etc so that time has doubled to 2 - 4 days. Now that I have tried mapping every activity to every outcome and level I am realising that the workload will be much higher again - perhaps 4- 6 days work - (or more). And then the cross referencing will begin to other units.
So my concerns about taking this process up into the skill trees we have been discussing is that we are doing this to improve the choice and quality of education for the learner. But how does the average educator feel about this? Once we (the ed tech gurus) create an assembly line of production that means the workload is distributed away from one teacher. That teacher loses ownership and opportunity for creativity, hence motivation.
I don't think any of us in this conversation see ed tech as a replacement for teachers. We value humans as having the most crucial role to play. So we need to protect and nuture teachers throughout the process. The way that technology has been applied across the education spectrum has sometimes (often) been torture. Have you seen the body language when you mention a word like 'Moodle'? There are the adventurous few... but the majority fell huge anxiety based on past experience. If you say the word 'upgrade' it is like hearing the word 'grenade approaching' run for cover. Anyone in my sector at the moment knows how terribly we are all affected by a recent ' upgrade'. The admin staff are the most affected, it is affecting their health and life. I would love to see some research on how software roll-outs have affected teacher morale.
If you think of teaching as a game. Someone decides to become a teacher. They level up over time. The ultimate win state may be having an office to yourself, perhaps being the principal, or watching your students apply their skills over a lifetime. Teachers face each day with varying degrees of motivation . I love the process of researching a new topic and imagining how to apply that to my new students. I want to wait until I know them before I lock in the assessment details. When someone says 'oh we had an expert write your session plan for you and now you are just a coach and assessor within these boundaries'. I quit and go find something else in life that motivates me. The game isn't fun anymore.
As planners we need to keep Teacher Motivation as a higher priority than Learner Motivation. Crap resources with an awesome passionate teacher are far better than the best resources and a teacher with the enthusiasm of a security guard. That is why I promote activities like H5P , Brainrush.com, and Zondle.com to be used within a Moodle Course (Skill tree) sequenced by the teacher. Alan, http://stories4learning.com is also along these lines. Did you make it ? It's great.