Learning Design #change11 Questions from abroad.

(click for larger picture)
Some questions for this week of #change11:

Picture: I did enlarge the field “Global Elements”. This field is not connected to the other fields in the diagram. Why not? *)

How do “Learning Designers” manage to adapt to the diversity of learners (read comments!) and teachers?
How do Learning Designers design a rhizomatic learning course?
Do exist learning designers in a connectivist educational environment ?
When one is a learning designer and not a teacher how does one keep in touch with teachers and learners?
Is Learning Design still connected to behaviourism?
Do schools employ/use learning designers or do businesses?
Are teachers and students involved in Learning Design?
What are negative points in Learning Design? Does it really work? Do Learning Designers a better job than teachers who design their own course?
One could say I do Learning Design because I edit a teacher website with sources for teaching. http://softskills.kennisnet.nl, but I did not know this until now.
Is Learning Design Custom Made Education? Or is it one size fits all?
Does Learning Design need Testing and Assessments?
Is Learning complicated or complex or chaotic? Is Learning Design possible because of the complex or complicated nature of Learning?
According to Snowden, in the 21st century University we should be looking at more originality in undergraduate courses, as opposed to just teaching information. Is Learning Design able to originality in learning?
*) The question is how could distance/online learning address this context in the educational discourse, while designing curriculum to address the contexts of the global village?

Picture from Current Research in Learning Design, Rob Koper, Open University of the Netherlands, Educational Technology Expertise Centre changed by me.


6 thoughts on “Learning Design #change11 Questions from abroad.

  1. Diagram looks like a power grid to neighborhood of empty buildings. Or maybe because the directional arrows run only in one direction it represents a sewage system–no a pretty metaphor for learning.

    My wife is an instructional designer and took the paper away before I could read it. As an editor and student / faculty support person I can tell you there are many knots in the perfect lines and missing boxes. First, all lines in life have arrows at both ends (as they should) and often line splits with tracks that run off the page (as they will). Second boxes never remain where they are put. The mingle, fight, tumble and change their names.

    I’d say this is what education looks like at the administrative level. A working version in the hands of a good teacher looks like a train wreck and works just fine.

    I can say teachers and students are involved after the planning stage where I’m employed. They build their own paths between the squares, muck around and make it theirs. In the end, learning happens without the precision we wish to suggest in our planning diagrams.

    Could it be that we are fond of making diagrams to show we are rational and in control at some stage of the process? Learning seems to take on a life of its own and the diagrams are more like suggested starting points. From there, the originality comes from the actors in the play. Can we induce learning through clever diagramming? I suppose we can, but how?

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