Found 10 bookmarks
Newest
Computers are dumb – make smarter e-Learning « The Usable Learning Blog
Computers are dumb – make smarter e-Learning « The Usable Learning Blog
Strategies for designing e-learning that lets learning be messy, more like the real world
<p>Basically, the revelation that I had was — <strong><span style="color: rgb(153, 51, 0);">I like right answers</span></strong>. &nbsp;I really like tidy right answers. &nbsp;I usually don’t ask learners questions that I don’t have a “right” answer or answers for. Even when the task is “authentic” and “embedded in context” I want there to be a right answer. &nbsp;And this <strong><span style="color: rgb(153, 51, 0);">is </span></strong><span style="color: rgb(153, 51, 0);"><strong>wrong</strong></span>.</p> <p>Because what Dan Myer is teaching his students is how to approach problems that don’t have right answers, which is the way that most of the problems in the real world work. &nbsp;His students are learning to be okay with that, and how to ask good questions, and how approach those problems.</p>
Imported from Diigo#instructionaldesign#constructivism#sociallearning#elearning#scenario
·usablelearning.wordpress.com·
Computers are dumb – make smarter e-Learning « The Usable Learning Blog
Learning in Tandem: Instructional design is dead
Learning in Tandem: Instructional design is dead
One instructional designer's reflections on the problems in the field, including an over-reliance on systematic processes and an under-reliance on actual research
Basically, ID as it is currently taught is just following the process, step by step. It's not rocket science. What IS rocket science (or at least a lot harder) is to figure out how to apply process with the endless number of variables that affect any learning need. This is where ID falls short. Instructional designers in too many instances are so tied to the models and the process that the variables and subtleties of &nbsp;good design are sacrificed.
Call it education or instructional design...its all learning. So where do ID's fall short? To a certain extent, its following the "process" too closely. People are complex, learning is complex, motivation is complex--and no process is going to address all of these complexities. Good IDs know this and aren't afraid to go "off the reservation" when they need to. Most IDs don't.
<div>Ok, so what does this all mean? It means that designing effective, motivating learning is actually really hard. It means that instructional designers need to be really good critical thinkers. It means that as a profession, instructional designers need to be trained to not only know the process, but also how to recognize the limitations of process.&nbsp;<br></div><div><br></div><div>More than anything, if instructional design is going to survive and thrive as a profession, we need to be leaders--leaders in research, leaders in our organizations, and leaders in our field, not accepting the mediocre. Otherwise, instructional design is dead.</div>
Imported from Diigo#instructionaldesign#addie#context#constructivism#education
·learningintandem.blogspot.com·
Learning in Tandem: Instructional design is dead
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56

Schemas for categorizing the use of pedagogies, learning theories, and technologies. For example, Table 1 maps learning theories (behaviorism, cognitive constructivism, social constructivism, and situated learning) against types of technologies. Online communication tools offer more potential for social constructivist interaction and joint construction of knowledge.

This article also suggests a way to map tool use along three dimensions:

  • Individual - Social
  • Information - Experience
  • Passive - Active This isn't a simple framework where a single tool always is used the same way. Blogs can be more social or more based on individual reflection, and could be at different places in that framework depending on the actual learning activities.
Imported from Diigo#education#pedagogy#web2.0#constructivism#technology#learningtheories#instructionaldesign#cck08#elearning
·ariadne.ac.uk·
Main Articles: 'New Schemas for Mapping Pedagogies and Technologies', Ariadne Issue 56
Designing for Diversity Within Online Learning Environments
Designing for Diversity Within Online Learning Environments

The author argues that constructivist learning environments where multiple perspectives are respected and there is no single "right "answer" are better for encouraging diversity. The ideas for instructional design for diversity are more theory-based than practice-based, but this has some interesting concepts.

"The major advantage of this learning model is that one of its key design goals is to encourage students to bring multiple perspectives to questions/cases/problems/issues and projects as part of their learning. This approach to learning views diversity as a strength to be exploited rather than a problem to be solved."

Imported from Diigo#diversity#constructivism#instructionaldesign#highered#elearning
·ascilite.org.au·
Designing for Diversity Within Online Learning Environments
Dynamic Learning Communities: An Alternative to Designed Instructional Systems
Dynamic Learning Communities: An Alternative to Designed Instructional Systems
Contrasts the idea of open, dynamic learning communities with closed courses developed through traditional instructional systems design processes. Examines the pros and cons of DLCs and when they would be most effective. Also looks at how the role of instructional designers is changing, and proposes different ways we might define our role.
Heretofore, instructional designers have thought they were in the business of designing instructional systems to meet prespecified learning objectives. But first the constructivist movement--and now communication technologies themselves--seem to be thre atening this conception as the sole way to support learning. People are learning without help from designed instruction! In many settings, in fact, "natural" learning is more prevalent than "designed" learning <a href="#resnick">(Resnick, 1987)</a>. We believe that the situation requires a reexaminination of our core roles. Are we in the business of designing instruction or are we in the business of supporting valuable learning, wherever it may happen? The answer to this question will result in either a narrow or broad interpretation of our role and its relationship to non-instructional forms of learning.
Our own belief is that dynamic learning communities are proper objects of study. We should seek to understand how such communities function, how they grow, how they can be nurtured, and how they can be replicated across diverse settings. But nurturing is different than designing. We must respect the integrity of the community. In time, we may come to think of ourselves more as <em>learning technologists</em> than as <em>instructional technologists</em>, and <em>learning support specialists</em> more than <em>instructional designers</em>.
Imported from Diigo#change#constructivism#instructionaldesign#learningcommunity#technology
·carbon.cudenver.edu·
Dynamic Learning Communities: An Alternative to Designed Instructional Systems
A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked
A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked

Research comparing ID models with what instructional designers actually do for their jobs. The authors conclude that ID isn't so much about following a rigid process, but about solving complex problems and making nuanced decisions.

New link: http://www.cjlt.ca/index.php/cjlt/article/view/147/140

Results showed that, while instructional designers apparently do make use of process-based ID models, they do not spend the majority of their time working with them nor do they follow them in a rigid fashion. They also engage in a wide variety of other tasks that are not reflected in ID models.
Rowland (1992) reported his results to be congruent with the research on expertise and indicated that expert instructional designers clearly employ a definable problem solving and decision-making process. He suggested that ID tools, unlike procedural design models, should foster a deep understanding of the system of concern and should include such characteristics as flexibility of structures and processes, a workspace for construction of problem representation, and mechanisms for making multiple links between problems and solutions. Rowland suggested that, rather than to be taught procedures or even problem-solving heuristics, novices need to develop experience in the design process and that a case-based method of teaching, providing involvement with real or realistic situations, might be the most appropriate way for new instructional designers to learn the design process.
Design is always about making judgments about design situations that are complex, rich and replete with tensions and contradictions.
Imported from Diigo#addie#constructivism#instructionaldesign#learning#research
·cjlt.ca·
A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked
Constructivism & ID
Constructivism & ID
<p> The expert/novice literature within cognitive psychology reaches similar conclusions about the nature of expertise. Researchers have found that expertise is </p><p> --largely intuitive and inaccessible to direct reflection (e.g., Bloom, 1986) </p><p> --more pattern-matching than rule-following (Suchman, 1987, Bereiter, 1991) </p><p> --more qualitative than quantitative (White &amp; Frederiksen, 1986) </p><p> --highly context- and domain-dependent (Brandt, 1988-89). </p><p> Such a view of expertise seems also to fit the field of ID.</p>
The role I am advocating for analysis is fairly modest. Analysis provides an overall framework for instruction, and provides extra help on some tricky parts, such as identifying likely misconceptions or previous knowledge that may undercut students' efforts to understand the content. The role of the designer is then to design a series of experiences-interactions or environments or products-intended to help students learn effectively. Neither the instruction nor the assessment of learning can be as confidently dictated as thought to be possible in the past. But the important point to keep in mind is that the design role is not lost in such a revised system; the design still happens, only it's less analytical, more holistic, more reliant on the cooperation of teachers and materials and learners to generously fill in the gaps left gaping by the limitations of our analytical tools. Instruction thus construed becomes much more integrally connected to the context and the surrounding culture. ID thus becomes more truly <i>systemic</i> in the the sense that it is highly sensitive to the conditions of use.
Imported from Diigo#constructivism#context#instructionaldesign
·carbon.cudenver.edu·
Constructivism & ID
Are the Basics of Instructional Design Changing? ~ Stephen's Web ~ by Stephen Downes
Are the Basics of Instructional Design Changing? ~ Stephen's Web ~ by Stephen Downes
Two major sets of affordances offered in online learning are not found in traditional learning. First, online, communication occurs not through a channel, but through a network. And second, communication flows not merely through a passive medium but through a computational environment.
The theory of distributed representation has a profound implication for pedagogy, as it suggests that learning (and teaching, such as it is) is not a process of communication, but rather, a process of immersion. Put loosely, it suggests the idea of teaching not by telling or even demonstrating but rather through the creation (or identification) of an environment into which a learner may be immersed.
Imported from Diigo#connectivism#constructivism#context#education#instructionaldesign#elearning
·downes.ca·
Are the Basics of Instructional Design Changing? ~ Stephen's Web ~ by Stephen Downes