Thomas Laigle's personal annotations on this page
Tomlaigle bookmarked
on 2009-04-23
Une interview de georges Siemens sur l'évolution de l'enseignement au sein des universités
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Finally, what advice would you offer someone who is developing or delivering e-learning based on your experiences and insights?
GS: Approaches to learning design, development, and delivery will obviously vary by discipline, grade/age level, and the context in which learning will be delivered. To simplify the process, I'd recommend designers consider three elements:
1. Context: Nothing influences learning design more than the context in which the learning will occur. Corporations can not assume broadband connectivity when delivering training to global audiences. Language and cultural distinctions are important. The technical skill level of the trainers and the learners is also important. And, as information is increasingly represented in specific environments, alternative learning experiences through mobile devices, simulations, and virtual worlds becomes important.
2. Connections: Knowledge is distributed across social and technological networks. Learning involves growing and exploring those networks. Learning design, therefore, is primarily concerned with assisting learners in building the capacity to participate in networks. Learners should be able to access information and experts when needed.
3. Choice: Designers cannot anticipate the full spectrum of learner needs. As a result, choice and variety are important. Choice must be reflected in terms of variety, pace, modality (online, mobile), and degree of support (mentorship, self-guided). Rather than detailing a pathway through material, learners should have the option to wayfind through utilization of personal and social networks. In this model, learners continue to have access to required resources (and their social and information network) after a course has concluded.
This link has been bookmarked by 21 people . It was first bookmarked on 21 Apr 2009, by Luis Soldevila.
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our education system is mismatched to the needs of today's society.
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early indicators suggest that ours is an era of participation, of engagement, of breaking down silos that have been created to serve a different society with different needs from our own.
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Kristina Hoeppnerinterview with George Siemens
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LNG: Finally, what advice would you offer someone who is developing or delivering e-learning based on your experiences and insights?
GS: Approaches to learning design, development, and delivery will obviously vary by discipline, grade/age level, and the context in which learning will be delivered. To simplify the process, I'd recommend designers consider three elements:
1. Context: Nothing influences learning design more than the context in which the learning will occur. Corporations can not assume broadband connectivity when delivering training to global audiences. Language and cultural distinctions are important. The technical skill level of the trainers and the learners is also important. And, as information is increasingly represented in specific environments, alternative learning experiences through mobile devices, simulations, and virtual worlds becomes important.
2. Connections: Knowledge is distributed across social and technological networks. Learning involves growing and exploring those networks. Learning design, therefore, is primarily concerned with assisting learners in building the capacity to participate in networks. Learners should be able to access information and experts when needed.
3. Choice: Designers cannot anticipate the full spectrum of learner needs. As a result, choice and variety are important. Choice must be reflected in terms of variety, pace, modality (online, mobile), and degree of support (mentorship, self-guided). Rather than detailing a pathway through material, learners should have the option to wayfind through utilization of personal and social networks. In this model, learners continue to have access to required resources (and their social and information network) after a course has concluded.
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herbert justelearning wihtig die drei Bereiche
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connections
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Will StewartGeorge Siemens is the author of Knowing Knowledge and the recently released Handbook of Emerging Technologies for Learning. He is also associate director of research and development with the Learning Technologies Centre at the University of Manitoba and is the founder and president of Complexive Systems Inc., a learning lab focused on helping organizations develop integrated learning structures to meet the needs of global strategy execution.
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Thomas Laigle
Une interview de georges Siemens sur l'évolution de l'enseignement au sein des universités
-
Finally, what advice would you offer someone who is developing or delivering e-learning based on your experiences and insights?
GS: Approaches to learning design, development, and delivery will obviously vary by discipline, grade/age level, and the context in which learning will be delivered. To simplify the process, I'd recommend designers consider three elements:
1. Context: Nothing influences learning design more than the context in which the learning will occur. Corporations can not assume broadband connectivity when delivering training to global audiences. Language and cultural distinctions are important. The technical skill level of the trainers and the learners is also important. And, as information is increasingly represented in specific environments, alternative learning experiences through mobile devices, simulations, and virtual worlds becomes important.
2. Connections: Knowledge is distributed across social and technological networks. Learning involves growing and exploring those networks. Learning design, therefore, is primarily concerned with assisting learners in building the capacity to participate in networks. Learners should be able to access information and experts when needed.
3. Choice: Designers cannot anticipate the full spectrum of learner needs. As a result, choice and variety are important. Choice must be reflected in terms of variety, pace, modality (online, mobile), and degree of support (mentorship, self-guided). Rather than detailing a pathway through material, learners should have the option to wayfind through utilization of personal and social networks. In this model, learners continue to have access to required resources (and their social and information network) after a course has concluded.
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guilana soniaWorkplace learning is defined by the capacity of individuals to accept and function in complex environments. Correct answers don't exist in advance of engagement with a particular situation or problem. Solutions are no longer prefabricated and then matched to particular problems as they arise. Many of our problems today are unique and new. Answers don't exist in advance of encountering the problem. Learning needs at this stage are contextual, informal, and situational.
These skills are taught to varying degrees in k-12, higher education, and workplace environments. From my experience, however, the development of these skills is more peripheral than central. Many learners acquire these skills on their own, rather than as a result of a guided or more formal process.
LNG: In your paper, "Learning and Technolog -
amy monaghanGeorge Siemens is the author of Knowing Knowledge and the recently released Handbook of Emerging Technologies for Learning. He is also associate director of research and development with the Learning Technologies Centre at the University of Manitoba and is the founder and president of Complexive Systems Inc., a learning lab focused on helping organizations develop integrated learning structures to meet the needs of global strategy execution.
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Matthew GillardGeorge Siemens is the author of Knowing Knowledge and the recently released Handbook of Emerging Technologies for Learning. He is also associate director of research and development with the Learning Technologies Centre at the University of Manitoba and i
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Janne SverdloffGeorge Siemens is the author of Knowing Knowledge and the recently released Handbook of Emerging Technologies for Learning. He is also associate director of research and development with the Learning Technologies Centre at the University of Manitoba and is the founder and president of Complexive Systems Inc., a learning lab focused on helping organizations develop integrated learning structures to meet the needs of global strategy execution.
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Martin LindnerI wouldn't use the term broken to describe the education system. I would say, instead, that our education system is mismatched to the needs of today's society. ... If we can put borders around information-which is exactly what we are doing when we create
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