Learning Development Cycle - The Diigo Meta page

• 30 Jun 16
  

  bacon8tor

  masters

• 18 Jan 14
  

  Équipe École 2.0

  "Instructional design (ID) serves only a small part of the entire learning experience. The pace of information development exceeds courses as the primary delivery mechanism of learning, challenging established ID. Alternatives to courses, like learning networks and ecologies, are developing as an informal learning approach. Designers and organizations receive substantial benefits to acknowledging informal learning, and initiating a focused design approach. Effective learning design must recognize different domains of learning. Learning Development Cycle attends to four broad learning domains: transmission, emergence, acquisition, and accretion. Designers focus on different objects during the design process, in order to meet the intended learning goals. Design objects include: instruction, fostering reflection and critical thinking, creating access to resources, and networks and ecologies."

  info en anglais document d'information théorie modèle théorique apprentissage en ligne design pédagogique apprentissage pédagogie connectivisme

• 11 Jan 14
  

  Cary Kirby

  edtech

• 04 Jan 14
  

  Pierre V. Laurent

  apprentissage connectivisme théorie éducation

• 

  sspina

  learning

• 

  Pier Giuseppe Rossi

  higher education elearning design connectivism instructional_design

• 09 Nov 13
  

  Susan Spero

  learning

  • They must create environments, networks, access to resources,   and increase the capacity of learners to function and forage for their   own knowledge.

     
• 11 Apr 13
  

  Amanda Linn

  instructional design adult learning

• 26 Sep 12
  

  sushant sahu

  Learning and development details.

• 25 Jul 12
  

  Sophie Carter

  connectivism learning elearning Education design Theory Siemens Instructional Downes

• 22 Apr 12
  

  Kaitlyn Heal

  InTASC1

• 12 Apr 12
  

  jani Prinsloo
• 20 Nov 11
  

  Michael Drum

  connectivism elearning Education

• 25 Oct 11
  

  Rae Ann Hirsh
  • Traditional learning design is indicative of the learning   field’s reluctance to change. In spite of advances in neuroscience,   collaborative technology, and globalized business climate, learning is   still largely based on design theories created during the early 1900’s   to 1960’s.
  • a discipline   that is concerned with understanding and improving one aspect of education:   the process of instruction.”
• 21 Oct 11
  

  Susan O'Rourke

  instructional design elearning

  • Instructional design theories take structure as the core element in creating   effective learning. Kemp, Morrison, and Ross (1994) state the role of   objectives as indicating, “what a learner is expected to do after   completing a unit of instruction” (p.96). In keeping with many traditional   views of instructional design, they assume that a clearly stated objective   increases the potential for learning. This notion has some merit, but   falters in that the objectives for learning are determined by the designer,   not the learner. In our rapidly developing information climate, designer   created objectives may be of limited value to learners. Most learners   pursue self-created objectives. In an era where courses are no longer   the primary mode of delivering learning, objectives are no longer the   only starting point for learning design.
  • To better reflect the centrality of learners, the term “learning   design” will be used in place of instructional design. Instructional   design is an important component in the design of courses. Designing courses   requires set steps and guidelines for instructors and learners to follow.   Learning design, in contrast, is concerned with more than simply creating   courses. Instead, the intent is to create the constructs within which   learning will occur - networks and ecology.
  • Red River College defines PLAR as “a   process in which individuals have the opportunity to obtain credit for   college-level knowledge and skills gained outside the classroom and/or   through other educational programs. It is a process which compares an   individual’s prior learning gained from prior education, work and   life experiences and personal study to the learning outcomes in college   courses.”
  • Prior Learning Assessment and Recognition (PLAR)
  • Bridging prior learning with academic standards requires (to slightly   abuse the term) “triangulation of learning evidence” (TLE).   TLE requires that learners verify stated learning through a variety of   sources and means.
  • Learner-centred design is intended to serve self-motivated, active network   creators. Saskatchewan Education (undated) provides a useful overview   of learner-focused learning: “Independent 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.”
  • As learning moves from artificial constructs of courses into a format   more symbolic of today’s work climate, control must shift to the   learner. Courses largely seek to communicate what a designer feels a learner   should know. Learner-centred design focuses on giving the learner the   ability to decide what he/she feels is important and relevant. A more   dynamic design approach is more reflective of the types of challenges   individuals will face when learning through experience and other informal   methods.
  • 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. Most typically,   learning theories have not become obsolete in the sense that they do not   work. Instead, they are obsolete in the sense that the world around has   changed, and new models are required to meet the needs of new situations.   Where the learning theory and design approach closely align with a design   concern, even “outdated” theories can become valuable. To   remain relevant, it is important for designers to account for diminishing   half-life of knowledge and increase in information availability (and amount).   Views of knowledge as comprising of “know what” (explicit)   and “know how” (tacit) are being usurped with “know   where”.
  • Each unique learning domain serves a different purpose, and carries a   different combination of benefits and drawbacks. A designer’s first   task is to evaluate the nature of the learning required. Different knowledge   needs require different models or approaches.

  7 more annotations...

• 08 Oct 11
  

  alan m

  connectivism connectivisme Siemens

• 27 Sep 11
  

  Darren Marsh

  education e-learning pedagogy learning_design

• 05 Aug 11
  

  connectivism

• 22 Jun 11
  

  andreseguin
  • the design methodologies used to foster learning remain strangely   outdated
  • Different types of learning exis
  • (1993) defines instructional design as “a discipline   that is concerned with understanding and improving one aspect of education:   the process of instruction.
  • Oblinger argues (2003) that   “new” students, who have been shaped by world events and technology   tools, are entering the education system. These students are not passive   consumers of educational resources
  • Prior Learning Assessment and Recognition (PLAR
  • Learner-centred
  • learning (and teaching, such as it   is) is not a process of communication, but rather, a process of immersion.”

  5 more annotations...

• 11 Apr 11
  

  rohit nand

  learning education

• 07 Apr 11
  

  Geraldine Jones

  connectivism instructional_design LDC

• 31 Mar 11
  

  cccisu
• 20 Oct 10
  

  Wendy Athens
  • 
• 03 May 10
  

  Hugo Domingos

  elearning design connectivism development ID course teoria

• 22 Mar 10
  

  Robyn Jay

  "Our learning institutions have been created in the spirit of research and openness, yet they have acquired their own neurotic tendencies. Most notable is the strong reaction to change in the classic models of distributing learning. Models of courses, programs, and degrees are still central, even though technology and new needs on the part of learners are creating a climate that requires a more dynamic alternative. "

  elearning connectivism design learning education pedagogy swsilearningdesign

  • Effective learning design   is no longer a formulaic process. It’s a rich engagement of learners   and their needs.
  • Courses and programs are   no longer the only design objects for learning designers. Designers must   shift their attention to the more ambiguous, tumultuous learning environment   in which learners now function. 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.
  • design the ecology
  • 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.

  4 more annotations...

• 15 Jan 10
  

  Roger Gardner

  learning design

• 12 Nov 09
  

  sonia restrepo
  • En lugar de ver el aprendizaje como una tarea de procesamiento de información,  el aprendizaje puede ser visto como un proceso de reconocimiento de patrones
  • Los cerebros de los alumnos, debido a la plasticidad, están siendo  constantemente modificadas a través de nuevas herramientas y la tecnología.  Estudiantes tienen diferentes necesidades y expectativas (debido al nuevo  entorno y nuevas prestaciones de la tecnología). Cursos y programas ya no son  los objetos de diseño sólo para el aprendizaje de los diseñadores. Los  diseñadores deben desviar su atención al medio ambiente más ambiguo, el  aprendizaje tumultuoso en el que los alumnos ya la función. Los diseñadores ya  no crean secuencias de instrucciones solamente. Ellos deben crear ambientes,  redes, acceso a los recursos, y aumentar la capacidad de los alumnos para la  función y forraje para sus propios conocimientos.
  • Se trata de una suposición errónea de que el diseño puede crear el aprendizaje
  • De acuerdo con muchos puntos de vista tradicionales del diseño instruccional,  asumen que un objetivo claramente establecido aumenta el potencial de  aprendizaje. Esta idea tiene algún mérito, pero falla en que los objetivos de  aprendizaje están determinados por el diseñador, no el alumno.
  • En una época donde los cursos ya no son el principal modo de docencia, los  objetivos ya no son el único punto de partida para el aprendizaje del diseño
  • En lugar de programas, el aprendizaje debe ser visto como una actividad que se  produce dentro de una ecología
  • De diseño de aprendizaje, en cambio, se refiere a algo más que simplemente la  creación de cursos
  • la intención es crear las construcciones dentro de la cual el aprendizaje se  produzca - las redes y la ecología
  • Creación de redes y permitir a los alumnos a formar sus propias conexiones es  más un reflejo de cómo el aprendizaje
  • En lugar de ver la instrucción como el único objeto de diseño, la perspectiva de  un diseñador puede ser ampliada por ver el medio ambiente, la disponibilidad de  recursos, y el alumno la capacidad de reflexión, como posible objeto de un  proceso de diseño y metodología.
  • El diseño centrado en el alumno está destinado a servir auto-motivados, los  creadores de red activa. Saskatchewan Education (sin fecha) proporciona una  visión muy útil de aprendizaje centrado en el aprendizaje: "El aprendizaje  independiente exige que las personas asuman la responsabilidad de su propio  aprendizaje. La responsabilidad individual se deriva de la creencia de que el  aprendizaje puede verse afectado por el esfuerzo, y esta creencia es el factor  crítico que conduce a la perseverancia de los individuos en la cara de los  obstáculos
  • El diseño centrado en el alumno se centra en dar al estudiante la capacidad de  decidir lo que él / ella siente que es importante y pertinente. Un enfoque de  diseño más dinámico es más reflexivo de los tipos de retos que los individuos se  enfrentan al aprendizaje por la experiencia y otros métodos informales.
  • el principal componente de aprendizaje de nuestro cerebro es el reconocimiento  de patrones, no el procesamiento de la información
  • La teoría de la representación distribuida tiene una implicación profunda de la  pedagogía, ya que sugiere que el aprendizaje (y enseñanza, como lo es) no es un  proceso de comunicación, sino más bien, un proceso de inmersión ".
  • En este sentido, el aprendizaje puede definirse como el conocimiento accionado o  acciones concretas. Esta definición tiene dos componentes - el conocimiento: la  comprensión de carácter implícito o explícito, y la actuación: hacer algo  apropiado (definido como contexto consciente) con el conocimiento.
  • "conocimiento blando" - es decir, experiencias y encuentros que no son  totalmente las funciones de nuestro dominio cognitivo
  • Exploratoria y de aprendizaje en red, por otro lado, ofrecer oportunidades de  encuentro de los conocimientos de otros expertos y dominios - el conocimiento  que a menudo se informa y crea soluciones innovadoras.
  • El aprendizaje puede ser clasificado por varios dominios. La Figura 1 muestra el  aprendizaje como un conjunto de acumulación, transmisión, adquisición, y los  dominios de emergencia
  • La primera tarea de un diseñador es evaluar la naturaleza del aprendizaje  requerido.
  • visión ecológica de la red o de aprendizaje.
  • Este nivel de aprendizaje a menudo se produce como consecuencia de "vivir la  vida". El proceso de vivir es en sí misma una experiencia de aprendizaje que  pueden resultar en la creación de una red de conocimiento dinámico, permitiendo  a los estudiantes a integrar la nueva información con el conocimiento existente,  permitiendo decisiones más eficaces en el trabajo y asuntos personales.
  • cada dominio tiene objeto diferente del diseño. Cada objeto de diseño diferente  es indicativo de un punto de vista diferente o de la teoría del aprendizaje

  20 more annotations...

• 05 Nov 09
  

  Isabel Cristina Bettin Vallejo
• 24 Sep 09
  

  stoklosa

  instructionaldesign

• 14 May 09
  

  Wendy Athens
• 04 May 09
  

  Lynn Keane

  e-learning tstm444 tstm544

• 25 Mar 09
  

  Jim Fry

  learning

• 01 Sep 08
  

  tom wambeke

  learning development cycle

  learning development cycle siemens

• 12 Nov 07
  

  lucas wright

  Instructional learning design

• 13 Jun 07
  

  David Delgado

  e-learning Education design Theory

• 05 Jun 07
  

  Oleg Rostanin

  LearningDesign elearning

• 20 Mar 07
  

  Carlos Castaño

  Interesante el apartado: New Tools and Processes

  conectivismo diseñoaprendizaje Siemens

• 07 Aug 06
  

  Bill Brandon

  design elearning george_siemens isd learning

• 18 Jul 06
  

  oebnewsservice ICWE GmbH
  • Instructional design (ID) serves only a small part of the entire learning experience. The pace of information development exceeds courses as the primary delivery mechanism of learning, challenging established ID. Alternatives to courses, like learning networks and ecologies, are developing as an informal learning approach. Designers and organizations receive substantial benefits to acknowledging informal learning, and initiating a focused design approach. Effective learning design must recognize different domains of learning. Learning Development Cycle attends to four broad learning domains: transmission, emergence, acquisition, and accretion. Designers focus on different objects during the design process, in order to meet the intended learning goals. Design objects include: instruction, fostering reflection and critical thinking, creating access to resources, and networks and ecologies.
• 25 Feb 06
  

  Arantza Mongelos

  learning education connectivism theory

• 24 Feb 06
  

  M Sheffner

  Excellent

  learning design domains theories connectivism constructionism behaviourism George Siemens E-learning

• 01 Dec 05
  

  Stephan Ridgway

  connectivism

• 20 Sep 05
  

  spacetime345 Infinity

  Education

• 08 Sep 05
  

  Bobby Elliott

  Education

• 07 Aug 05
  

  Tom McHale

  Our learning institutions have been created in the spirit of research and openness, yet they have acquired their own neurotic tendencies. Most notable is the strong reaction to change in the classic models of distributing learning. Models of courses, prog

• 22 Jul 05
  

  Eve Thirkle

  Y3 Possible?

• 

  mrschippy Janet Hayes

  elearnspace blog elearning connectivism eLearning

• 21 Jul 05
  

  John & Lyn Delany

  George Siemens.

  Learning Theory Design

  • Alternatives to courses, like learning networks and ecologies, are developing as an informal learning approach. Designers and organizations receive substantial benefits to acknowledging informal learning, and initiating a focused design approach. Effective learning design must recognize different domains of learning. Learning Development Cycle attends to four broad learning domains: transmission, emergence, acquisition, and accretion.
• 18 Jul 05
  

  maarten cannaerts

  (via Wilfred Rubens)

  • Learning Development Cycle: Bridging Learning Design and Modern Knowledge Needs
  • Learning Development Cycle: Bridging Learning Design and Modern Knowledge Needs
• 16 Jul 05
  

  Esmail Yazdanpour
• 14 Jul 05
  

  Stephen Harlow

  Instructional Design eLearning

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