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Will at Work Learning: New Research Report on Using Culturally, Linguistically, and Situationally Relevant Scenarios
Research on how to support learning with scenarios that are relevant to the specific situation. Even though this is explicitly about workplace training, the major recommendations could be adapted for instructional design in education contexts too.
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Utilize decision-making scenarios. Consider using them not just in a minor role—for example at the end of a section—but integrated into the main narrative of your learning design.
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Determine the most important points you want to get across AND the most important situations in which these points are critical. Then, provide extra repetitions spaced over time on these key points and situations.
Learning in Tandem: Instructional design is dead
One instructional designer's reflections on the problems in the field, including an over-reliance on systematic processes and an under-reliance on actual research
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Basically, ID as it is currently taught is just following the process, step by step. It's not rocket science. What IS rocket science (or at least a lot harder) is to figure out how to apply process with the endless number of variables that affect any learning need. This is where ID falls short. Instructional designers in too many instances are so tied to the models and the process that the variables and subtleties of good design are sacrificed.
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Call it education or instructional design...its all learning. So where do ID's fall short? To a certain extent, its following the "process" too closely. People are complex, learning is complex, motivation is complex--and no process is going to address all of these complexities. Good IDs know this and aren't afraid to go "off the reservation" when they need to. Most IDs don't.
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What is the unique idea in Connectivism?
George Siemens on how connectivism differs from constructivism and other learning theories, starting from the point that "a new idea is often an old idea in today's context."
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Connectivism is the application of network principles to define both knowledge and the process of learning. Knowledge is defined as a particular pattern of relationships and learning is defined as the creation of new connections and patterns as well as the ability to maneuver around existing networks/patterns.
JALN: Does one size fit all? Exploring Asynchronous learning in a multicultural environment
Small-scale study of cultural differences in an asynchronous learning environment, focusing on high and low context cultures. Includes a comparison of student perceptions of online learning based on their cultural background. High and low context learners both saw advantages to online learning, but their reasons differ.
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Because computer mediated communications is language (specifically, written
word) dependant, it is subject to the constraints of low/high context
cultural patterns [46]. As indicated earlier, the
role of language is to carry meaning, and interpretation is an integral
part of culture. Language is one means of establishing context among participants
of a particular culture group. In low context cultures, language must
be specific and well defined, to provide the contextual definition in
which to interpret the communication. On the other hand, in a high context
culture language may be vague, lacking the specificity of the low context
culture, as the environment within which communication takes place clarifies
the specific meaning of language [36, 41].
Thus language plays a key role in the communication process. A key issue
determining the success of computer mediated communication is the encoding/decoding
by which that communication is done. Given that computer-mediated communication
is a textual (electronic) rather than a visual (face-to-face) medium,
meaning must be carried by the language itself rather than relying on
the environmental context as the means of communication and/or interpretation.
Given this relationship, because the language of communication is English,
low context communication is presumed, thus perhaps disadvantaging those
whose cultural background relies on high context communication. -
Interestingly,
low context participants concentrate on the participation environment,
while high context participants concentrate on their individual work/effort
and/or skills in the discussion. - 1 more annotations...
An Inclusive Approach to Online Learning Environments: Models and Resources (PDF)
22-page article on designing for diversity in online learning. Examines how cultural differences can affect learning and shares culturally inclusive instructional design models. Table 1 on page 6 compares high-context and low-context learning (such as how formal student-teacher relationships are).
Connectivism Blog > Pedagogy First? Whatever.
George Siemens argues that rather than starting with pedagogy for making instructional decisions, we should start with context. He recommends choosing the technology first, then the pedagogy to match, partly because "sound pedagogy" is an ambiguous target.
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Pedagogy should not even be a consideration during the planning stages of technology use. Harsh statement? Perhaps, but it's a reality. Few Utopian situations exist where our decisions on how to teach can be based exclusively on pedagogy. Resources, expertise, technology, needs (of learners, educators, society), and funds impact what we choose to do. In a world: context. The mix of multiple, mutually influencing factors determine what we types of technology we select.
Constructivism & ID
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The article is 10 years old, but it has some interesting perspectives on the interplay of constructivism and instructional design theory. Discusses the nature of knowledge and expertise, cooperative learning, assessment, and instructional strategies.
- christyinsdesign on 2007-10-21
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The expert/novice literature within cognitive psychology reaches
similar conclusions about the nature of expertise. Researchers
have found that expertise is
--largely intuitive and inaccessible to direct reflection (e.g.,
Bloom, 1986)
--more pattern-matching than rule-following (Suchman, 1987, Bereiter,
1991)
--more qualitative than quantitative (White & Frederiksen,
1986)
--highly context- and domain-dependent (Brandt, 1988-89).
Such a view of expertise seems also to fit the field of ID. -
The role I am advocating for analysis is fairly modest. Analysis
provides an overall framework for instruction, and provides extra
help on some tricky parts, such as identifying likely misconceptions
or previous knowledge that may undercut students' efforts to understand
the content. The role of the designer is then to design a series
of experiences-interactions or environments or products-intended
to help students learn effectively. Neither the instruction nor
the assessment of learning can be as confidently dictated as thought
to be possible in the past. But the important point to keep in
mind is that the design role is not lost in such a revised system;
the design still happens, only it's less analytical, more holistic,
more reliant on the cooperation of teachers and materials and
learners to generously fill in the gaps left gaping by the limitations
of our analytical tools. Instruction thus construed becomes much
more integrally connected to the context and the surrounding culture.
ID thus becomes more truly systemic in the the sense that
it is highly sensitive to the conditions of use.
Are the Basics of Instructional Design Changing? ~ Stephen's Web ~ by Stephen Downes
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2005 article from Stephen Downes on instructional design. Behaviorism and cognitivism are contrasted with constructivism and connectivism. He writes about the importance of the context of learning, especially as it relates to distributed knowledge.
- christyinsdesign on 2007-10-02
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Two major sets of affordances offered in online learning are not found in traditional learning. First, online, communication occurs not through a channel, but through a network. And second, communication flows not merely through a passive medium but through a computational environment.
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The theory of distributed representation has a profound implication for pedagogy, as it suggests that
learning (and teaching, such as it is) is not a process of communication, but rather, a process of immersion. Put loosely, it suggests the idea of teaching not by telling or even demonstrating but rather through the creation (or identification) of an environment into which a learner may be immersed.
elearnspace. Context: Planning for the space of learning
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George Siemens writes about problems with traditional instructional design processes and suggests we change our focus to context rather than content.
- christyinsdesign on 2007-10-02
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The very intent of ISD, however, is its
weakness – namely making explicit intended learning and planning
clear, concise approaches to achieving intended outcomes. Clearly defining
learning assumes “things won’t change” (content, nature
of interactions, changes in related disciplines which impact the information
being discussed) between the point of design and the point of learning.
This may work for many fields – especially where change is not significant
– but models which neglect the adaptive nature of learning and the
emergent structure of interactions are less appropriate to today’s
work environments than they were in the past. -
As stated, instructional design needs to make two substantial changes:
1. Stop seeing learning design as a task that occurs in advance of
the intended learning, and begin to see it as a part of the learning
process itself
2. Begin to focus more on the context of learning (designing environments
of learning) and less so on the intended content of the learning activities
(course, workshop, or program)
Harold Jarche » The end of content-centric business models
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Examining the trends towards free content and exploring how this may affect e-learning. Specifically, Harold looks at what e-learning offers besides just content.
- christyinsdesign on 2007-09-20
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Community and context are the two critical factors in developing e-learning environments.
Educational Technology and Life » Blog Archive » Context-Embedded Learning (In A Nutshell)
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Terrific application of constructivist pedagogy to video games in education, focusing on games and simulations' ability to provide authentic context for learning.
- christyinsdesign on 2007-04-06
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Perhaps the most fundamental property of a constructivist learning environment is that it offers a context for student learning.
Context-embedded learning has been a cornerstone of the constructivist movement since the early 1900’s. Now, nearly a century later, video games and simulations can offer new contexts for student learning that would not have been available to students in the past.
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