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As a result, while N-Gens interact with the world through multimedia, online social networking, and routine multitasking, their professors tend to approach learning linearly, one task at a time, and as an individual activity that is centered largely around printed text (Hartman, Dzubian, and Brophy-Ellison <a target="_blank" href="http://www.webcitation.org/5Xw4B5bKP">2007</a>).

However, these digital texts do not necessarily lack style, coherence, or organization; they simply present meaning in ways unfamiliar to the instructor. For example, a collection of images on Flickr with authorial comments and tags certainly does not resemble the traditional essay, but the time spent on such a project, the motivation for undertaking it, and its ability to communicate meaning can certainly be equal to the investment and motivation required by the traditional essay—and the photos may actually provide more meaningful communication for their intended audience.

Texts that do not look like books or essays and that are structured in unfamiliar ways may leave educators with the perception that the authors of these texts lack necessary literacy skills. Are these students missing something, or are they coming to us with skills as researchers, readers, writers, and critical thinkers that have been developed in a context that faculty members may not understand and appreciate? The striking differences between the linear, print-based texts of instructors and the interactive, fluctuating, hyperlinked texts of the N-Gen student may keep instructors from fully appreciating the thought processes behind these texts. Learning how to teach the wired student requires a two-pronged effort: to understand how N-Gen student understand and process texts and to create a pedagogy that leverages the learning skills of this type of learner.

Social media is actually a <strong>really poo</strong>r method for talking about things I shouldn't be discussing because through search and the very nature of social networks, it makes it extremely unlikely that I can keep this activity a secret for very long.&nbsp;

Consider what would happen, though, if we turned to social media for the majority of our interactions within an organization. If we're posting questions and answers on a blog or wiki, using social networks to interact and share information, as a learning professional I can monitor those channels to see where additional learning interventions might be appropriate.Not as a punishment, mind you, but as a sort of ongoing just-in-time learning needs analysis and opportunity for coaching. If a lot of questions suddenly start popping up on the network, that's a pretty good sign that as a learning professional I may need to do something.

<p>Downes’ and Siemens’ discussions shed new light on fundamental concepts, such as rules versus patterns, complicated vs. complex, equivalence vs. similarity, and coping with ambiguity and uncertainty. And these consideration render many entrenched practices of the entire knowledge industry questionable.</p> <p>All these aspects have one thing in common: that they can be illustrated by the neuronal <strong>metaphor</strong>, the metaphor of a network with nodes and connections, where</p> <blockquote><p><em>“Not all connections are of equal strength in this metaphor”</em> (<a href="http://en.wikipedia.org/wiki/Connectivism_%28learning_theory%29">Wikipedia</a>)</p></blockquote>

So, connectivism and its neuronal connections metaphor, allow to distinguish more clearly between two types of knowledge, one of which is the more adequate one for coping with complexity and uncertainty: <em>connective</em> knowledge.

Is the term Instructional Designer a dead description, title, category or classification?<br><br>In light of web or learning 2.0, there are theories that in fact a better name would be an <span style="font-weight: bold; font-style: italic;">information and instruction architect</span>.