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DisCo 2013: Hronova and Knihova - Six New Learning Architecture Trends
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DisCo 2013: Hronova and Knihova - Six New Learning Architecture Trends

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This paper aims to examine current blended learning practice – where the concept of blended learning is seen as a synthesis of different approaches to the delivery of learning to create high impact …

This paper aims to examine current blended learning practice – where the concept of blended learning is seen as a synthesis of different approaches to the delivery of learning to create high impact learning. The paper looks at the development of blended learning over the years. New trends driving virtual learning prescribe a portfolio of new tools. Thus, changes in e-learning architecture are observed; the need for multi-device learning solutions is noted, as is the need to implement multimedia formats into virtual learning solutions. At the same time, focusing on educators, there has been a change in learning solutions’ design based on the emergence of a new type of self-determined and autonomous learner, as described by the concept of heutagogy. Customized e-learning courses tend to involve the use of multimedia - both for corporate clients and tertiary sector students. The complexities of creating an appropriate blend along with the most effective learning solutions for each learner - including the use of mobile platforms and social learning - have never been more challenging.

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  • 1. SIX NEW LEARNING ARCHITECTURE TRENDS Mgr. Štěpánka Hronová, MBA & PhDr. Ladislava Knihová
  • 2. Welcome BienvenueWillkommen Benvenuto Bienvenida yôkoso tervetuloa welkom
  • 3. SIX NEW LEARNING ARCHITECTURE TRENDS Introduction Blended learning architecture Heutagogy for autonomous and self-determined learners Growing importance of informal and non-formal learning Agenda
  • 4. Modifications in e-learning courses' architecture Multi-device learning solutions and adaptive learning design Multimedia formats and their use in learning design Discussion Agenda SIX NEW LEARNING ARCHITECTURE TRENDS
  • 5. Exchange of experience & best practices Goal
  • 6. INTRODUCTION 6 trends
  • 7. Every generation has to learn not only the lessons the previous generations had to learn.
  • 8. INTRODUCTION
  • 9. INTRODUCTION ever extending and ever more complex learning volume
  • 10.  technological changes  social changes challenges for educators increased accountability for results INTRODUCTION
  • 11. Changes in all types of learning models: distance learning blended learning virtual learning environments face-to-face learning INTRODUCTION
  • 12. Many shifts currently observed: in experiential learning in social learning in informal learning towards student-centred learning INTRODUCTION in non-formal learning
  • 13. DOING THINGS RIGHT INVOLVES constant monitoring of instruction learning processes INTRODUCTION
  • 14. Measures taken in content design, collation and curation smart pro-active effective INTRODUCTION
  • 15. BLENDED LEARNING ARCHITECTURE Trend 1
  • 16. BLENDED LEARNING ARCHITECTURE NO LONGER LINEAR PROCESS  in the sense of a teacher or instructor merely giving students the benefit of her/his knowledge and skills  in adult education – often both sides learn from each other (two-way process)
  • 17. BLENDED LEARNING ARCHITECTURE 360° PROCESS  human and technological facilitators surrounding the learner  helping to discover how to master the wealth of information, facts and data available
  • 18. BLENDED LEARNING ARCHITECTURE wide portfolio of blended learning study programmes BLENDED LEARNING WANTED Adult students search for  need to offer such programmes to satisfy this demand  existing programmes should be modified in view of the latest research findings and observations of learners’ typical behaviour Universities and private & public sector organizations
  • 19. BLENDED LEARNING ARCHITECTURE  learning content blend  social learning  mobile platform successful solution & &
  • 20. BLENDED LEARNING ARCHITECTURE Strategic plan is usually followed by the four step methodology: deliver evaluate create design
  • 21. HEUTAGOGY for self-determined and autonomous learners Trend 2
  • 22. HEUTAGOGY 'I'm a self-determined and autonomous learner.'
  • 23. HEUTAGOGY viewed by Heutagogy theory inventors Hase and Kanyon as follows… provided useful approaches for improving educational methodology universally accepted has connotations of a teacher-learner relationship ANDRAGOGY  the study of self- determined learning  natural progression from earlier educational methodologies  in particular from capability development  may provide the optimal approach to learning in the twenty-first century HEUTAGOGY
  • 24. THE GROWING IMPORTANCE OF INFORMAL AND NON-FORMAL LEARNING Trend 3
  • 25. NON-FORMAL LEARNING Trend 3 INFORMAL LEARNING intentional from the learner's point of view (semi-structured) unintentional from the learner's perspective (not structured or organised)
  • 26. THE GROWING IMPORTANCE OF INFORMAL AND NON-FORMAL LEARNING employees and individuals increase their knowledge and skills on their own user-friendly professional up-to-date enjoyable form and contents of the learning environment challenges of the continuing stiff competition among companies and individuals corresponding mix of channels and platforms to be offered for each particular customer/ learner
  • 27. THE GROWING IMPORTANCE OF INFORMAL AND NON-FORMAL LEARNING Informal learning & non-formal learning  interesting ...it helps MOTIVATION  innovative  inspirational
  • 28. THE GROWING IMPORTANCE OF INFORMAL AND NON-FORMAL LEARNING Learning content ... maximizing SYNERGY EFFECT  multiplatform delivery  multi-channel learning
  • 29. THE GROWING IMPORTANCE OF INFORMAL AND NON-FORMAL LEARNING Courses' Architecture ... help RETAIN knowledge and skills  augmented reality tools  multimedia
  • 30. MODIFICATIONS IN E-LEARNING COURSES' ARCHITECTURE Trend 4
  • 31. MODIFICATIONS IN E-LEARNING COURSES' ARCHITECTURE 24/7 Corporate
  • 32. learning vs. e-learning Is e-learning dead? e-
  • 33. E-learning content and design is changing MODIFICATIONS IN E-LEARNING COURSES' ARCHITECTURE e-
  • 34. MODIFICATIONS IN E-LEARNING COURSES' ARCHITECTURE brevity excellent structure engagement interactivity surprise 1 2 3 4 5 humour hypertext - additional learning materials 6 7 New expectations
  • 35. MODIFICATIONS IN E-LEARNING COURSES' ARCHITECTURE What kind of learners are before us?? TED-generation learners
  • 36. MODIFICATIONS IN E-LEARNING COURSES' ARCHITECTURE www.learninglight.com
  • 37. MODIFICATIONS IN E-LEARNING COURSES' ARCHITECTURE
  • 38. MODIFICATIONS IN E-LEARNING COURSES' ARCHITECTURE smooth integration of both mobile learning and social media The Cloud enables ...
  • 39. MULTI-DEVICE LEARNING SOLUTIONS AND ADAPTIVE LEARNING DESIGN Trend 5
  • 40. MULTI-DEVICE LEARNING SOLUTIONS AND ADAPTIVE LEARNING DESIGN HTML HTML5
  • 41. MULTI-DEVICE LEARNING SOLUTIONS AND ADAPTIVE LEARNING DESIGN responsive web design content unification under HTML5
  • 42. MULTI-DEVICE LEARNING SOLUTIONS AND ADAPTIVE LEARNING DESIGN responsive web design PC solution  xxx  xxx  xxx
  • 43. MULTI-DEVICE LEARNING SOLUTIONS AND ADAPTIVE LEARNING DESIGN responsive web design tablet/smartphone solution  xxx  xxx  xxx
  • 44. MULTI-DEVICE LEARNING SOLUTIONS AND ADAPTIVE LEARNING DESIGN Adaptive Learning Design ALD personalisation and contextualisation of the learning materials during the delivery process
  • 45. MULTIMEDIA FORMATS AND THEIR USE IN LEARNING DESIGN Trend 6
  • 46. MULTIMEDIA FORMATS AND THEIR USE IN LEARNING DESIGN If PC games are so addictive, why is online learning hardly ever seen in the same way? Why ? Why ? Why ? Why ? Why ?
  • 47. MULTIMEDIA FORMATS AND THEIR USE IN LEARNING DESIGN video podcasts audio
  • 48. MULTIMEDIA FORMATS AND THEIR USE IN LEARNING DESIGN If we want to create learning materials with impact, multimedia formats can’t be ignored.
  • 49. Conclusion The learning architecture and design ought to be enhanced by thoughful use of varied new tools, strategies and delivery platforms working in harmony. Only then, the learning process can finally become highly addictive and attractive for new generations of learners.
  • 50. Discussion SIX NEW LEARNING ARCHITECTURE TRENDS
  • 51. THANK YOU FOR YOUR ATTENTION SIX NEW LEARNING ARCHITECTURE TRENDS
  • 52. Contact Details Mgr. Štěpánka Hronová, MBA stepa_00@yahoo.com PhDr. Ladislava Knihová kniha@educationonline.cz SIX NEW LEARNING ARCHITECTURE TRENDS
  • 53. Daphne Koller What we're learning from online education