The Best Educational Platforms to Help You Learn

Various education systems are in use across the globe. These systems are intended to cater to the unique needs of the learners for whom they are developed. There are systems that offer practical learning where emphasis is placed on the application of concepts learnt in the classroom. There are other systems that place focus on theory. The former system has proven to be more effective as it readies learners for the demands of the workplace and life in general (Jonassen and Land, 2012). The practical teaching has achieved its effectiveness as a result of the measures that have been put in place to promote the welfare of learners while supplying the market with competent workers. This paper examines the issue of education systems. In this paper, the details of an educational platform that I have created are offered. Some of the issues that the paper sheds light on are diversity, culture and personal beliefs. 

Overview of Platform 

The importance of promoting quality education cannot be overstated. Across the globe, there are millions of children who lack access to quality education (Cook, 2015). This situation has also been witnessed in the developed world. For example, the United States lags behind as regards equality in the provision of education. Many minority communities still lack access to quality education (Cook, 2015). The main goal that I hope to achieve through the educational platform is to boost equality and access to quality education. The platform will rely heavily on computerization. Students will be able to access course content remotely and will not necessarily need to sit in classes. 

Elements 

Diversity 

As mentioned above, inequality is a problem that the United States still grapples with. The nation has been unable to ensure diversity in classrooms. The United States misses out on the benefits that diversity presents. One of these benefits is that through diversity, cultural exchanges are able to take place among students. In the US, there are some groups that face discrimination and this hinders access to education. For example, transgender students have shared harrowing accounts of the challenges that they face (Rhodan, 2015). My educational platform seeks to spare such students from the inequalities that are present in the US education system. It has been mentioned in the discussion above that the education system will be computer-based. Issues of discrimination are unlikely to arise since students will not need to meet in classes. All students who wish to take the courses offered on the platform will be allowed to. No restrictions will be placed on the basis of such issues as gender, race or religious affiliation. I am convinced that this platform will promote diversity, tolerance and cultural exchanges. 

Culture 

Apart from providing students with avenues for learning, educational institutions also serve the important role of promoting culture. Students receive instruction on the cultural practices and beliefs of various groups. Today, there has been an increasing focus by schools in the US to promote cultural studies and encourage students to embrace their own cultural practices and those of others. This is key to promoting tolerance and integration. The educational platform that I have developed will integrate elements of culture. This will be done mostly through encouraging students to engage in discussion. The platform will include online discussion boards where students will be able to engage in cultural exchanges and debates. 

Assumptions 

It is difficult to establish with certainty how the educational platform will be received. There is some risk that the platform will be rejected. This fear is reasonable given how the education system has responded to changes in the past. In the United States, proposals to change some aspects of the education system are usually met with opposition and resistance (Murphy and Calefati, 2016). The success of my educational platform will be determined by the level of support received from educational institutions. One of the assumptions that I made was that the platform will be embraced and adopted by the institutions. I also assumed that all the facilities and infrastructure needed for the adoption of the platform will be in place when the platform is rolled out. 

Beliefs 

I have infused the educational platform with personal beliefs that I believe will enhance the experience that students will gain through the platform. One of the beliefs that I have held for years is that all individuals have the right to quality education. I think that the platform will allow all interested individuals to access education. The other belief that I hold regards the need for fairness and justice. I think that we should never prioritize profits at the expense of the communities that we should serve. The educational platform will be two-tiered. The first tier will be for individuals who are unable to pay for course content. This tier will offer basic features and limit the content that students can access. In the second, tier students will be able to access all features and content for a small fee. 

Theories 

There are a number of theories that have defined the design of education. Behaviorism and social constructivism are among these theories. Behaviorism identifies the role that the environment plays in defining the behavior of learners (Lippman, 2010). This theory also examines the extrinsic motivations that learners need and the role played by positive reinforcement. On the other hand, social constructivism takes into account the social environment in which education is to be delivered. This theory holds that intrinsic and extrinsic factors play a role in providing motivation (Lippman, 2010). I integrated these theories in the creation of my educational platform. I wished to offer students both intrinsic and extrinsic motivation. The platform encourages students to remain committed and reminds them of the joys of learning. This provides intrinsic motivation. The platform also issues rewards in the form of certificates. This is the main form of extrinsic motivation. 

Moral Leadership 

It is the obligation of leaders of educational institutions to provide leadership on moral issues (Quick, 2013). For example, if an institution needs direction on a contentious issue, leaders should provide insight. I understand the need for the management of educational institutions to uphold moral standards. One of the moral issues that I think needs to be addressed is the question of equality. I think that it is unacceptable that there are millions of students who still lack access to education. Since the educational platform that I have developed promotes equality and access, I am convinced that it will provide leaders of educational institutions with a tool to demonstrate moral leadership. 

Supervision 

Apart from providing moral leadership, leaders in educational institutions need to supervise other parties in the institutions. Supervision ensures that all tasks are performed satisfactorily and that performance is enhanced (Range, 2013). The educational platform will involve supervision. The supervision will mostly take the form of academic tracking. The platform will follow students to ensure that they are satisfying the performance requirements. I believe that this will create a sense of accountability and boost the performance of the students. Cho, Sergiovanni and Starratt explore the question of supervision in their book. They highlight the complex demands of providing education and the role that school heads play through supervision (Cho, Sergiovanni and Starratt, 2013). I understand that the adoption of the educational platform will have its share of challenges. However, I believe that by supervising the activities of all concerned parties, the adoption of the platform will occur without a hitch. 

Standards for Leaders 

Leaders are held to the highest standards. It is demanded that their conduct be exemplary (Quick, 2015). The standards ensure that there is stability and all parties adhere to set regulations. The educational platform that I have created will seek to promote standards that leaders should uphold. The platform will particularly promote integrity and academic honesty. Leaders will need to work with the students on the platform to ensure that students receive grades that reflect their ability and commitment. In their book, Margaret Grogan and Michael Fullan offer a discussion on the standards that leaders need to live up to. They hold that leaders of educational institutions need to develop approaches that are student-centered (Grogan and Fullan, 2013). Leaders will be held into this particular standard following implementation of the educational platform. 

Importance of Platform Dimensions 

Educational platforms integrate a range of dimensions. These dimensions include known and unknown factors, formal and informal components, and stated and action elements. I think that it is important for teachers and leaders in educational institutions to understand these dimensions so as to gain a comprehensive understanding of how the institutions function. I feel that this allows leaders and teachers to exploit all advantages and minimize the impact of flaws so as to achieve set goals. I think that the known, formal and stated dimensions are more powerful than the unknown, information and action ones. I find that the former dimensions offer a more accurate and reliable depiction of the situation of an educational institution. I think that these dimensions make it easier to measure the impacts of decisions since they are a better reflection of the actual situation of educational institutions. 

Conclusion 

The educational platform that has been detailed in the discussion above promises to transform the delivery of education. This platform will promote equality and allow more students to access education without hindrance. This platform integrates such issues as culture and diversity. The platform also integrates learning theories and underscores the need for leaders to provide leadership. Educational institutions should support and adopt the system if they wish to gain the benefits that it holds. 

References 

Cho, V., Sergiovanni, T., and Starratt, R. (2013). Supervision: A Redefinition. Ninth Edition. 

New York: McGraw Hill Education. 

Cook, L. (2015). U.S Education: Still Separate and Unequal. Retrieved 1 st October 2016 from 

http://www.usnews.com/news/blogs/data-mine/2015/01/28/us-education-still-separate-and-unequal 

Grogan, M., and Fullan, M. (2013). The Jossey-Bass Reader on Educational Leadership. Third 

Edition. Hoboken, NJ: John Wiley and Sons. 

Jonassen, D., and Land, S. (2012). Theoretical Foundations of Learning Environments. London: 

Routledge. 

Lippman, P. C. (2010). Evidence-Based Design of Elementary and Secondary Schools: A 

Responsive Approach to Creating Learning Environments. Hoboken, NJ: John Wiley & 

Sons. 

Murphy, K., and Calefati, J. (2016). Affirmative Action Proposal for California University runs 

Into Asian-American Opposition. Retrieved 1 st October 2016 from http://www.mercurynews.com/2014/03/13/affirmative-action-proposal-for-california-universities-runs-into-asian-american-opposition/ 

Range, B. (2013). Supervision is the most Important Part of Teacher Evaluations. Retrieved 

1 st October 2016 from http://trib.com/opinion/columns/supervision-the-most-important-part-of-teacher-evaluations/article_ffc79179-4114-5033-9d1a-7deb36538497.html 

Rhodan, M. (2015). Report Finds Transgender Students in New York Face Harassment. 

Retrieved 1 st October 2016 from http://time.com/3934269/report-finds-transgender-students-in-new-york-face-harassment/ 

Sergiovanni, T. J., Starratt, R. J., & Cho, V., (2014). Supervision: A redefinition (9th ed.). New York, NY: McGraw-Hill. 

Quick, P. M. (2015). Moral Leadership: A Model for Educational Leaders in the 21 st Century. 

Retrieved 1 st October 2016 from http://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1044&context=sferc