Christy Tucker's personal annotations on this page
Christyinsdesign bookmarked
on 2008-02-15
Contrasts the idea of open, dynamic learning communities with closed courses developed through traditional instructional systems design processes. Examines the pros and cons of DLCs and when they would be most effective. Also looks at how the role of instructional designers is changing, and proposes different ways we might define our role.
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Heretofore, instructional designers have thought they were in the business
of designing instructional systems to meet prespecified learning
objectives. But first the constructivist movement--and now communication
technologies themselves--seem to be thre atening this conception as the
sole way to support learning. People are learning without help from
designed instruction! In many settings, in fact, "natural" learning is
more prevalent than "designed" learning (Resnick, 1987).
We believe that
the situation requires a reexaminination of our core roles. Are we in
the business of designing instruction or are we in the business of
supporting valuable learning, wherever it may happen? The answer to this
question will result in either a narrow or broad interpretation of our
role and its relationship to non-instructional forms of learning. -
Our own belief is that dynamic learning communities are proper objects of
study. We should seek to understand how such communities function, how
they grow, how they can be nurtured, and how they can be replicated across
diverse settings. But nurturing is different than designing. We must
respect the integrity of the community. In time, we may come to think of
ourselves more as learning technologists than as instructional
technologists, and learning support specialists more than
instructional designers.
This link has been bookmarked by 11 people . It was first bookmarked on 23 Aug 2006, by Said Kassem Hamideh.
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Enzo HernandezOutlines the concept of a dynamic learning community as an alternative to teacher-controlled or pre-designed instructional systems.
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Christy Tucker
Contrasts the idea of open, dynamic learning communities with closed courses developed through traditional instructional systems design processes. Examines the pros and cons of DLCs and when they would be most effective. Also looks at how the role of instructional designers is changing, and proposes different ways we might define our role.
-
Heretofore, instructional designers have thought they were in the business
of designing instructional systems to meet prespecified learning
objectives. But first the constructivist movement--and now communication
technologies themselves--seem to be thre atening this conception as the
sole way to support learning. People are learning without help from
designed instruction! In many settings, in fact, "natural" learning is
more prevalent than "designed" learning (Resnick, 1987).
We believe that
the situation requires a reexaminination of our core roles. Are we in
the business of designing instruction or are we in the business of
supporting valuable learning, wherever it may happen? The answer to this
question will result in either a narrow or broad interpretation of our
role and its relationship to non-instructional forms of learning. -
Our own belief is that dynamic learning communities are proper objects of
study. We should seek to understand how such communities function, how
they grow, how they can be nurtured, and how they can be replicated across
diverse settings. But nurturing is different than designing. We must
respect the integrity of the community. In time, we may come to think of
ourselves more as learning technologists than as instructional
technologists, and learning support specialists more than
instructional designers.
-
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