Review the objectives for your coursework, and mark any that you have already mastered, then focus on the objectives you need to work on. You'll always have a visual reminder of which lessons you still need to master.Sign Up Now
When you are ready to take the test, you'll work through a range of multiple-choice questions, each tied to a specific objective. This can give you a sense for any objectives still needing work. You can review and re-test until you are ready to verify your mastery.Sign Up Now
Teachur is competency-based. You get credit for mastering objectives, not just spending time in class. Each objective includes relevant instructional media, like videos, entries in online encyclopedias, helpful websites, etc. to help you learn. You can also recommend different media. Study up until you are ready to test.Sign Up Now ❯
When you are ready to verify your mastery, you'll meet in a video conference with an expert who will ask more open-ended questions about the course materials. Each course will also have one or more course projects to challenge you to demonstrate your mastery in a more synthesizing way. Once you have satisfied the expert that you have mastered the objectives, they will verify your proficiency.Sign Up Now ❯
Jane has a good job right out of high school, but really wants to get her degree.
Jorge has been working in his field for 15 years but feels limited without a degree.
Yuki just moved to the US and is finding it difficult in her field with a foreign degree.
The Teachur Manifesto
Education should be available and accessible to every person on earth; intentionally making standard education inaccessible or exclusive is immoral. Education belongs in the same category as shelter, clean water, and basic food.
Education should be disconnected from geography. Students should be able to learn anything from anywhere on earth. With few exceptions, tying education to geography is a form of exclusion.
Education should be disconnected from a schedule. The most effective time to learn something is when the student is ready, not when the teacher or institution is available.
Education should not be admission- or permission-based, but freely available upon the asking. The current admission-based system is a vestige of a scarcity model that could only fit a limited number of seats in a classroom. No one should have to be admitted or ask permission to learn a subject.
Education should not have a prescribed completion time. The amount of time it takes to learn something shouldn’t be decided before hand; some students can learn something in minutes that will take others days or years to learn.
Education should not be set to a specific time period in a person’s life; it should be a process like eating, drinking, and exercise: continual, habitual, and evolving. Students should not be categorized or limited by what they have studied or learned to date.
Education should not be competitive or judged by other students’ achievements. Students should only be assessed on whether they have mastered the stated objective or ‘not yet’. Removing competition decreases the incentive for cheat or cut corners.
Educational records, including learning achievements, grades, transcripts, credentials, and degrees should be owned and managed by the student rather than an institution. Students should be able to move freely between any learning institution or organization at anytime or for any reason.
Educational records should include universally understandable, useful, and verifiable documentation of student mastery of explicit learning objectives, rather than an institutional stamp attesting to completion of a vague curriculum.
Education should not have a prescribed way of teaching. Prevalent teaching approaches are often culturally, gender or socio-economically biased. While clear and explicit learning objectives can be universally agreed upon, the manner in which these are achieved should be as diverse as the student body.
Educational learning paths should be personalized and as varied and diverse as the students pursuing them.
Education should not be at the service of institutions, but at the service of learning. Organizing education around institutional timelines, schedules, expertise, records, and convenience is efficient for institutions, but limits the student, and by extension humanity’s potential.
With a background in media production/media theory/design and education, Josh has spent the past 15 years working in higher education as an instructional technologist and designer. While working at the Columbia Center for New Media Teaching and Learning, he helped develop the case program at the J-school. More recently he has worked in public higher education where he has seen the good and the bad of the modern education landscape.
Ben holds a PhD in Philosophy and Education from Teachers College, Columbia University, and has spent several years teaching courses in foundations of education at the college level. He spent much of the last 20 years evaluating, developing, and aligning curriculum across a range of disciplines, including five years as Director of specialized curriculum with K12.com, a leading provider of online education.