These are salient questions to the field of instructional and learning design
One interesting example of this is the growth of the Creative and Digital Industries in London, a sector for which these are key skills, that is predicted to overtake ‘the City’s Financial Sector’ within the next 5 years.So crucial that learners develop these skills!
As far as the latter is concerned, I’ve Edited two Journal Special Issues on this topic of designing and evaluating social media for learning, that I’ll give you at the end.
Or, if I was to use an engineering analogy, you wouldn’t deliver a designed bridge based on easily observable characteristics of a landscape. Instead you would thoroughly examine the landscape beforehand, performing tests and experiments to define the requirements before building the bridge. And I know a bit about this, as I used to be a Metallurgist and Quality Control Manager in a previous life.
Instruction Designe for e-Content Development;UK-India Prospective
Basic concepts andmethodologies: UK (and EU) perspectives Prof. Andrew Ravenscroft University of East London firstname.lastname@example.org/cass/staff/andrewravenscroft/
Overview of talkResearch and development perspectiveDesigning 21C Learning for 21C SkillsFrom Instructional Design to Learning DesignDeep Learning DesignHow relevant within India and UEL research into Public PedagogyPublications and Questions
Research and development perspectiveProgramme Chair: European Conference on Technology Enhanced Learning (EC-TEL 2012), Ravenscroft et al., 2012, theme: “21C Learning for 21C Skills”This theme is a key priority within the European Union and constituent countries and also worldwide, as research in instructional and learning design needs to address crucial contemporary questions such as:• How can schools prepare young people for the technology-rich workplace of the future?• How can we use technology to promote informal and independent learning outside traditional educational settings?• How can we use social and mobile technologies to promote learning?• How does, or can, technology transform education?
…more about 21C SkillsNew, process-oriented (cf. content-oriented) individual and collaborative skills: critical and creative thinking, fast and responsive communication, problem solving and reflection, flexibility and team-workingModern world demands solving new problems in innovative ways, often no longer performing pre-defined tasks that we are trained to doAt work, shift from material labour to immaterial, weightless production (Noss, 2012)
From Instructional Design to LearningDesignDesign needs to reconcile the practices and knowledge of an institution and their courses with the reality of the students individual and collaborative experience of learning, two important things:Learning contexts can vary - institution-based, flexible and at a distance, mobile and personalised, informal learning in the work-place – this means that increasingly we need to take context into account in our learning designAlso, new digital literacies are being developed that we need to exploit, esp. through the widespread use of social media (Twitter, Facebook, Skype etc.)
Deep Learning Design“Deep learning design applies profound insights from the learning disciplines to exploit the affordances of the technology in order to empower learners to achieve educational goals.” (Boyle and Ravenscroft, 2012)This means, practically:- Clearly understand the learning problem or opportunity, through thorough problematisation of the situation- Investigating and defining the learning context- Designing a new technology-enabled learning contextsOr, an „Educational Engineering‟ approach, designing solutions for well understood educational problems or opportunities, not just „delivering learning content‟
How relevant within India?Deep Learning Design to „reach the unreached‟?Indian learning contexts very different from UK, EU, US!Carefully study and conceptualise the Indian Learning contexts, esp. those necessitating greater inclusion in the learning and educative processDesign technology-enabled learning solutions through adapting existing approaches or introducing new onesNew blends learning technologies, e.g. adding mobile technologies to TV and radio to realise new and radical learning designs
Is this hard to do?“Give me a place to stand and with a lever I will move the whole world.”Archimedes
UEL Research into Public Pedagogy„Proposed‟ International Centre for Public Pedagogy (IC- PUP) 2 Co-Directors (Prof. Ravenscroft & Prof. Preston) 7 researchers (2 to be recruited) + 2 new staff £2.25 Million in research income (UK, EU and US) International collaborators (e.g. from existing projects)Key relevant themes: - educational development for greater social justice - technology-enabled inclusive education - citizenship within and beyond schools etc.…a vehicle for collaboration within broader consortia
Publications and Questions• Ravenscroft, A., Lindstaedt, S., Delgado Kloos, C. & Hernandez-Leo, D. (Eds). 21st Century Learning for 21st Century Skills. Proceedings of 7th European Conference on Technology Enhanced Learning, EC-TEL 2012, Sarbrucken, Germany, September 2012, Springer LNCS.• Boyle, T. & Ravenscroft, A. (2012). Context and Deep Learning Design. Computers and Education, Elsevier, 59, 4, pp 1224-1233• Ravenscroft, A.,Warburton, S., Hatzipanigos, S., & Connole, G.(2012). (Eds) Designing and evaluating social media for learning: SI of Journal of Computer Assisted Learning (JCAL): Vol. 28, 3.• Ravenscroft, A. (2009). *Ed) Social Software, Web 2.0 and Learning: Status and implications of an evolving paradigm, SI of Journal of Computer Assisted Learning (JCAL), Vol 21, 1.