The concept was part of Robin’s work at the University of Gloucestershire on extending her work on ‘design for learning’. Design for learning was a project supported by the Joint Information Systems Committee (JISC ) in the United Kingdom. The evaluation for the project provides an overview of what took place & some of the findings. The Australian Universities Teaching Council also conducted a project on learning design. Some exemplars for various activity focuses provide examples of the visual way in which a focus on learning activities removes emphasis on content & channels lesson plans towards assisting student learning.
One of the books recommended as a background to learning design was ‘Rethinking pedagogy for the digital age’ which has limited reviews on Google books . This book is by Helen Beetham & Rhonda Sharp provides a good overview of how teaching & learning has moved from associative to cognitive / constructive towards situative / participative paradigms.
Siemen’s latest blog provides a link to A Handbook of emerging technologies in learning which is also available as a wiki. Again a good overview of how society is moving but education is still stuck in an increasingly disjunctive model. Learning is moving from ‘content to process' & from 'knowing to being'. Education is still premised on teaching content.
Then this week, via Will Richardsons’ blog comes an article by Margaret Weigel, Carrie James, & Howard Gardner in the inaugural issue of the International Journal of Learning Media on Learning: Peering backward & looking forward in the digital era. It’s one of the many projects emanating from Project zero a long term research project on how people learn. The article contains a good table that summarises the way in which learning has changed along with the associated shifts in pedagogies & instructional & cultural media. In summary, the article proposes:
“Going forward, learning may be far more individualized, far more in the hands (and the minds) of the learner, and far more interactive than ever before. This constitutes a paradox: As the digital era progresses, learning may be at once more individual (contoured to a person's own style, proclivities, and interests) yet more social (involving networking, group work, the wisdom of crowds, etc.). How these seemingly contradictory directions are addressed impacts the future complexion of learning.”