Design Dilemma: Fewer Topics

This past week I have been working to update existing course material; adapting it for online synchronous instruction. My biggest challenge has been the reducing the amount of content being covered. Since I am moving the course from face-to-face to online delivery, I have needed to cut the delivery time in half. This is forcing me and the instructor to teach what is most important for the student, and leave all the rest to self-study. I realized in doing this simple (but difficult) exercise, that it was a constant struggle letting go of content.

Why is that? For me personally, I always struggle with clearing the clutter from my life. My garage is a prime example. I am so afraid of throwing and giving away some things that might, someday, be needed or wanted again. So I understand why I resist removing content from a curriculum. What if the student needs that knowledge someday? Won't that student be more valuable to the organization if he or she understands that fact or policy?

After reading what Howard Gardner said about understanding this week, I am starting to look at this dilemma from a new perspective. Maybe more isn't better. Is it possible that having fewer topics, with more emphasis on the important concepts, will result in greater expertise and understanding throughout the organization? Is it a greater benefit to have students who are much better thinkers, but missing some of the facts? Is it more important and a greater learning strategy to spend more time on a single topic? Should the students spend extra time learning a single topic and using a variety of learning methods (as Gardner would suggest)? I believe so, but this approach is new paradigm for me.

In some ways, it comes back to a trust factor. If I really want to reduce the amount of content in my online class, then I will need help from the students in determining what we will need to cover. After all, they are the only ones who truly understand their greatest needs. It is all about learning priorities for the learner. So I either have the instructor race through a mountain of content, fearing some key concept will be missed, or I allow the students to guide the learning. It's quite the dilemma, but I know the direction I need to take. It's time to start cutting!