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Saved by 21 people (1 private), first by anonymouse user on 2009-04-21


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our education system is mismatched to the needs of today's society.

Highlighted by kchichester

early indicators suggest that ours is an era of participation, of engagement, of breaking down silos that have been created to serve a different society with different needs from our own.

Highlighted by kchichester

The development of writing, the printing press, and more recently the participative Web, have reduced the barriers for interaction with information. Almost anyone with a computer and an Internet connection can now produce a book

Highlighted by kchichester

As more people participate in creating information, new problems emerge. How do we make sense of information abundance? What role do experts play? How do we make sure that important information is not lost in the trivial?

Highlighted by kchichester

Pre-constructed models like courses are useful for fields where information is somewhat stable. History, for example, hasn't changed significantly

Highlighted by kchichester

If, on the other hand, we are dealing with information that is complex, requires multiple perspectives, or is changing rapidly, then a course model is not desirable.

Highlighted by kchichester

If we take a snapshot of a subject, it must be accurate to be of value to the learner. If the information base in a discipline is stable, the snapshot is useful for learners. If the discipline is not stable, any pre-constructed model will be ineffective.

Highlighted by kchichester

A business person, for example, must be able to adapt and respond to clients. Parroting information acquired in a course is hardly effective.

Highlighted by kchichester

In the K-12 system, foundations are important. Learners must develop basic literacy in reading, writing, technology, math, sciences, critical thinking, and information validation in order for improved social participation in public spaces.

Highlighted by kchichester

From my experience, however, the development of these skills is more peripheral than central. Many learners acquire these skills on their own, rather than as a result of a guided or more formal process.

Highlighted by kchichester

LNG: Finally, what advice would you offer someone who is developing or delivering e-learning based on your experiences and insights?

GS: Approaches to learning design, development, and delivery will obviously vary by discipline, grade/age level, and the context in which learning will be delivered. To simplify the process, I'd recommend designers consider three elements:
1. Context: Nothing influences learning design more than the context in which the learning will occur. Corporations can not assume broadband connectivity when delivering training to global audiences. Language and cultural distinctions are important. The technical skill level of the trainers and the learners is also important. And, as information is increasingly represented in specific environments, alternative learning experiences through mobile devices, simulations, and virtual worlds becomes important.
2. Connections: Knowledge is distributed across social and technological networks. Learning involves growing and exploring those networks. Learning design, therefore, is primarily concerned with assisting learners in building the capacity to participate in networks. Learners should be able to access information and experts when needed.
3. Choice: Designers cannot anticipate the full spectrum of learner needs. As a result, choice and variety are important. Choice must be reflected in terms of variety, pace, modality (online, mobile), and degree of support (mentorship, self-guided). Rather than detailing a pathway through material, learners should have the option to wayfind through utilization of personal and social networks. In this model, learners continue to have access to required resources (and their social and information network) after a course has concluded.

Highlighted by anitsirk

advice would you offer someone who is developing or delivering e-learning

Highlighted by kchichester

1. Context:

Highlighted by kchichester

alternative learning experiences through mobile devices, simulations, and virtual worlds becomes important.

Highlighted by kchichester

2. Connections:

Highlighted by kchichester

Knowledge is distributed across social and technological networks. Learning involves growing and exploring those networks. Learning design, therefore, is primarily concerned with assisting learners in building the capacity to participate in networks. Learners should be able to access information and experts when needed.

Highlighted by kchichester

3. Choice:

Highlighted by kchichester

Choice must be reflected in terms of variety, pace, modality (online, mobile), and degree of support (mentorship, self-guided). Rather than detailing a pathway through material, learners should have the option to wayfind through utilization of personal and social networks.

Highlighted by kchichester

Finally, what advice would you offer someone who is developing or delivering e-learning based on your experiences and insights?

GS: Approaches to learning design, development, and delivery will obviously vary by discipline, grade/age level, and the context in which learning will be delivered. To simplify the process, I'd recommend designers consider three elements:
1. Context: Nothing influences learning design more than the context in which the learning will occur. Corporations can not assume broadband connectivity when delivering training to global audiences. Language and cultural distinctions are important. The technical skill level of the trainers and the learners is also important. And, as information is increasingly represented in specific environments, alternative learning experiences through mobile devices, simulations, and virtual worlds becomes important.
2. Connections: Knowledge is distributed across social and technological networks. Learning involves growing and exploring those networks. Learning design, therefore, is primarily concerned with assisting learners in building the capacity to participate in networks. Learners should be able to access information and experts when needed.
3. Choice: Designers cannot anticipate the full spectrum of learner needs. As a result, choice and variety are important. Choice must be reflected in terms of variety, pace, modality (online, mobile), and degree of support (mentorship, self-guided). Rather than detailing a pathway through material, learners should have the option to wayfind through utilization of personal and social networks. In this model, learners continue to have access to required resources (and their social and information network) after a course has concluded.

Highlighted by tomlaigle