Learning Technology Trends To Watch In 2012. Sharebar As the technologies of the 21st century evolve and mature, we become the beneficiaries of exciting approaches for designing learning experiences. The convergence of informal and social media learning, combined with the explosion of smartphone and tablet use, is having a huge impact on how we think about training and education. So while last year’s list of learning technology trends to watch in 2011 is still viable, there are new and important learning trends to follow and explore this year. Here are the ones that stand out to me (in alphabetical order). What stands out to you? Backchannel Several years ago, audience members at presentations and workshops began communicating with each other using their smartphones and laptops.
One dedicated practitioner of using the backchannel in this way is David Kelly, who collects the communications regarding an event in one place. Content Curation Digital curation is nearly a necessity for dealing with information overload. Flipped Learning. Downloads. Ten Commandments of eLearning. Frequently when I talk to colleagues about eLearning they say something like 'I set up a bulletin board/blog/wiki etc but the students didn't use it'. My response to them is always the same: that the problem is more likely to be with their design rather than with their students. Over the years I've learned a lot of things about what good design really means and I've grouped them all together into a Ten Commandents of eLearning.
This is not intended to be blasphemous or disrespectful but rather is inspired by the Christian commandments in that all they're doing is presenting a set of basic principles to work to. Like the original ten commandments, with these the first is the most important. I hope you find them useful. 1 Put the pedagogy (not the technology) firstThink about what students need to learn then think about how it is best for them to learn it. 3 Balance risks with safetyWe want students to take intellectual risks but they need to feel safe in order to do so.
Are the Basics of Instructional Design Changing? ~ Stephen's Web ~ by Stephen Downes. Joseph Beckmann wrote: Philosophy is a much larger, much deeper and much more complex activity than "constructivism" could ever encompass. It involves a worldview that is so much more a challenge than neurology's current state that Paul Allen's billion dollar investment in pure research on brain activity suggests we hold off on any of these labels for, oh, a century or so. This comment is well taken, in my opinion. And a few words in this regard would be appropriate at this juncture. Philosophy - and in particular the philosophy of mind - has had a great deal to say about the issues currently under debate here. Let me begin, for example, with behaviourism. . - methodological behaviourism - this approach allows that there are mental events, such as beliefs, but that since they are inaccessible to observers, we must treat them as though they were physical (and hence observable) events Probably the most important work in this latter school was Gilbert Ryle's 1949 'The Concept of Mind'.
Instructional design is dead. Let me start by saying that for many, many years, my title was some variation of "Instructional Designer. " And so, its with some amount of hesitance that I say that the field of instructional design is, well, crap. I'm not a traditional instructional designer, having a Master's degree in education instead of instructional design or instructional technology. I somehow backed my way into instructional design, working in a whole department of instructional designers in my first ID job.
Some of those IDs are among the most brilliant people I have known and worked with, and it was an honor to have the opportunity to cut my ID chops in such talented company. That said, I immediately noticed some problems with the field of instructional design and more importantly, in how instructional designers are "trained. " There are many reasons why instructional design has become a bit of a joke. Instructional design relies too much on process: there's nothing wrong with having guidelines for design. Use scenarios in your elearning. Hello Cathy, I thoroughly enjoyed the slides you shared from your presentation, and appreciate the suggestions you provided. Approaching instructional design from an “its our job to help people solve problems in the real world” way is a unique perspective that I think is probably the best point of view.
I understand that scenario-based problem-solving in eLearning, and other methods of teaching, is an important approach, but I am faced with the question of “why does it work so well”. Its seems to all tie directly back to fundamental memory and information-processing theories. Considering your coffee pot example, just having students read the words on the screen about where to best place a heavy pot on a serving tray is not enough. Simply seeing and reading the words is one of the lowest and least meaningful ways of encoding information (Ormrod, Schunk, & Gredler, 2009), and all students are likely to do is route rehearse the data so they can recite the facts back in a text-only quiz.
Instructional design, instructional designer,What is instructional design, First Principles of Instruction, What do Instructional Designers do? Instructionaldesign. Instructional Design. Translating Constructivism into Instructional Design: Potential and Limitations.