elearnspace. Context: Planning for the space of learning
The very intent of ISD, however, is its
weakness – namely making explicit intended learning and planning
clear, concise approaches to achieving intended outcomes. Clearly defining
learning assumes “things won’t change” (content, nature
of interactions, changes in related disciplines which impact the information
being discussed) between the point of design and the point of learning.
This may work for many fields – especially where change is not significant
– but models which neglect the adaptive nature of learning and the
emergent structure of interactions are less appropriate to today’s
work environments than they were in the past.
<p>As stated, instructional design needs to make two substantial changes:</p>
<blockquote>
<p>1. Stop seeing learning design as a task that occurs in advance of
the intended learning, and begin to see it as a part of the learning
process itself<br>
2. Begin to focus more on the context of learning (designing environments
of learning) and less so on the intended content of the learning activities
(course, workshop, or program)</p></blockquote>
