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Creating networks and permitting learners to form their own connections is more reflective of how learning functions in real life

esign processes need to be utilized to capture the value of alternative learning formats.

Instead of seeing instruction as the only object of design, a designer’s perspective can be enlarged by seeing the environment, availability of resources, and learner capacity for reflection, as potential objects of a design process and methodology.

“…the assumptions that the students are adults, self-motivated, accountable for their own learning, should be respected, as well as exercise control over their learning outcomes…”

“learner-centred”, throwing the term around as if it should be implicitly understood

ndependent learning requires that people take responsibility for their own learning. Individual responsibility stems from the belief that learning can be affected by effort, and this belief is the critical factor which leads to individuals' perseverance in the face of obstacles.”

Traditional ID models attend to transmission through focus on explicit learning objectives, content analysis, content sequencing, and blueprinting the instructional flow. This model has particular value in creation of courses, programs, and workshops. The instructor (due to activities of the designer) is kept at the centre of the instructional process.

Education is constructed with start and end points (courses, programs, degrees).

Reflection and cognition provide learners with the capacity to explore new realms.

esigners also seek to improve the abilities of learners to manage and navigate knowledge resources.

Connectivism (Siemens, 2004) and constructivism are the learning theories that most adequately inform the nature of acquisition learning.

The designer’s role in this domain of learning is to create the construct and opportunities for learners to pursue and provide for their own learning.

f course-based learning is out of date for today’s learner, what is the alternative?

The design process can then be seen as focusing primarily on one domain, yet still accounting for aspects of another domain. For purposes of espousing a theory, four distinctive domains are used. In actual design situations, a designer will likely select aspects of each domain to create the optimum learning resource.

A new model of learning design also requires new tools and processes. Many of these tools are already in use in a subculture of internet users. The tools are characterized by: sociability, collaboration, simplicity, and connections. Blogs, wikis, RSS (Really Simple Syndication), instant messaging, Voice over IP, and social networking applications are gaining increased attention in progressive organizations.

Most significant is the ability to combine formal and informal learning. Informal learning is experiencing growing recognition as a critical component of most organizations.

Many colleges speak of life-long learning; yet only form relationships with learners for two to four years. The bulk of learning for most people will happen in their work environment. A unique opportunity exists for education providers who are prepared to modify themselves to attend to learner’s needs for a lifetime.

earning is created as guideposts, not directions.

The constructs of the ecology permit individual learners broad movements based on personal interests and motivations (but still within the larger organizational parameters created by the designer to serve a specific outcome).

The image of being a learner almost creates a preconditioned response of passivity.

Some transitory stage is required to move learners from passive consumers to active knowledge creators.

Letting go and opening up to serendipitous, learner-centred learning is not an easy task. For many educators, it will evoke an identify crisis. After several experiences with alternative learning formats, the liberation of not having to have all the answers, but rather guiding learners towards answers, is an intoxicating (and motivating) revelation.

aking a panoramic view of learning, and accounting for unique facets and domains, equips a designer with numerous approaches and methods. Instead of only transmitting learning, educators begin to create structures and networks that will foster a lifetime of learning and learning skills.

Learning is a continuous stream, rather than a dammed up reservoir.

Learning design is primarily about creating guideposts

Designers no longer create only instruction sequences. They must create environments, networks, access to resources, and increase the capacity of learners to function and forage for their own knowledge.

the climate in which a learner can choose to learn

his notion has some merit, but falters in that the objectives for learning are determined by the designer, not the learner.

Most learners pursue self-created objectives.

A designer’s first task is to evaluate the nature of the learning required. Different knowledge needs require different models or approaches

therefore, tapping into their experiences through experiential techniques (discussions, simulations, problem-solving activities, or case methods) is beneficial

They want to learn what will help them perform tasks or deal with problems they confront in everyday situations and those presented in the context of application to real-life

richest resources for learning reside in adult learners themselves; therefore, emphasis in

Discussion is the prototypic teaching method for active learning