Kristina Hoeppner's Library tagged learning →  View Popular

• Embracing complexity and adaptation to uncertainty
• Inverting the structural pyramid
• Adopting new models of learning

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.