learning design” will be used in place of instructional design

The starting point of learning design is to evaluate the existing views of learning types, learning theories, and design approaches. An integrated or holistic view of the diverse learning landscape permits designers and educators to select appropriate models for appropriate means.

Connectivism Connectivism as a learning theory provides insight into the dynamics of networks, environments, and ecologies in relation to accretion learning. It consists of the following principles: Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known. “Know where” replaces “know what” and “know how”. Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision.

instruction that attempts to control the learner’s responses and environment

acquisition

learning goal is enculturation

Enculturation results from interactions among people, objects, and culture in a collective effort to solve problems, create products, or perform service

Carrying on a dialogue tells the student that she/he is an equal member of the community.

Conversation, discourse, talking, chat, dialogue, exchange, banter, discussion, communication, dissertation, critique, and exposition

The activation of discourse is everything

applicable to their needs when they need them, motivating learning

This convergence of tools, practice, and theory enables teachers and students to discuss, plan, create, and implement unique strategies for providing instruction within a unique environment.

enablers

Learners are collaborators in the learning process and have an equal role in setting goals.

They make most of the decisions related to what to learn, how to study, and which resources to use.

Teachers pass on information to the learner. The clearer the information the more the learner will acquire.

Evaluation is a critical strategy within traditional learning environments

Teachers focus on interacting at a metacognitive level with the learners. They help students analyze their learning deficits through questioning.

Insufficient learning or failure

Tools enable learners to contribute to the community.

learners who want to learn what they need as fast as they can to apply within their community of practice

Tools are not objects of instruction.

Scott Grabinger

Instructional Design for Sociocultural Learning Environments