2. Pascal Roubides
Educator, researcher, instructional designer, business executive
Academic Background
• Applied Mathematics & Mathematical Physics
• Aerospace, Mechanical Engineering & Eng. Science & Mechanics
• Educational Science
• Instructional Design & Technology
IDT Background
• Course developer since 1999
• Training for academia & government
• eLearning business initiatives
Introduction
3. Instructional Design Defined
• Considered a “newer” professional field even
though activities revolving structuring learning
have been present since antiquity
• Present day definitions of the term include the
ability to use technology to analyze, design,
develop, implement, and evaluate learning and
performance-inducing processes and resources
11. Prevalent Learning Theories
• Single basic underlying principle: knowledge is
an objective that must be attained
• Differ only in the process of achieving learning:
– Behaviorism: learning is about a change in behavior
– Cognitivism: learning is a series of computer-like
inputs and outputs
– Constructivism: learners construct their own learning
based on their inner reality
12. Learning is Chaotic!
• Chaos: a state where “uncertainty dominates
and predictability breaks down”
• Social systems are “clearly non-linear, where
instability & unpredictability are inherent, and
where cause & effect are often a puzzling maze”
• Small perturbations of the initial conditions
present in the system can and will likely lead to
totally different outcomes, hence, everything is
connected to everything else.
13. Learning Theory 4 the Digital World?
• Distributed Knowledge (Downes, 2005) &
Connectivism (Siemens, 2005)
– Integrate principles explored by chaos, network,
complexity, and self-organization theories into a
coherent learning theory for the digital age
– Knowledge creation is emergent and iterative
• ID models
– 3P learning model by Chatti, Jarke, and Specht
– Multisphereverse machine integration concept by
Roubides
15. Digital Storytelling
May be the epitome of
constructivist ideology
combining technology tools
with communication and
collaboration of the
information being shared at
a formal or informal level
17. Gamification
• Game-design elements borrowed from the video
game industry and applied to other contexts
• Theme-based
• Software-based
• Reward-based
18. Gamification
• Pros: engagement, motivation, self-control, out-
of-the-box thinking, permission to fail
• Cons: time, cost, knowledge factor
22. m-learning Opportunity
• Cisco 2014 report:
– “by the end of 2014, the number of mobile-connected
devices will exceed the number of people on earth”
– Expected number of mobile devices worldwide in
2018 will reach 10 billion, surpassing the world’s
projected population of 7.6 billion by >30%
– Expected monthly mobile data traffic forecasted to
grow by >500% in the years between 2014 & 2018
23. North America Western Europe
Central and
Eastern Europe
Latin America Asia Pacific
Middle East and
Africa
2013 65% 45% 15% 14% 17% 10%
2018 93% 83% 61% 55% 47% 36%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
REGIONAL SHARE OF MOBILE DEVICES
25. m-learning
• How is this tremendous growth in mobile device
use translate to growth in learning?
• And how can learning anywhere
be captured and accounted for?
26. SCORM x-API
• SCORM: Shareable Content Object Reference
Model (decade old)
• x-API: fuses a decade of collective e-learning
experiences with a decade of technological
advances
29. m-learning [x-API] u-learning
• The path to ubiquitous learning must necessarily
go through m-learning
– Anywhere (mobile)
– Anytime (timeless)
– Connected
• Capturing such learning experiences is the last
piece to the puzzle…
30. How to get to the future?
Could we already be living in it…?
