Learning is about relationships. In the classroom environment, the learner has the opportunity to construct various types of relationships: with the instructor, with fellow learners, with the content, and even with the environment in which the learning is occurring. In the self-paced eLearning model, the relationship becomes more intimate – usually between learner and content only.
The read/write web platform presents several challenges to this relationship model. It enables the integration of the two models, and allows for even more dynamic forms of relationships to be constructed. For example, actions of the group can alter not only the course content, but potentially change the dynamics of the entire course flow. From the instructional designer's perspective, the challenge is to design meaningful and relevant information that is flexible, adaptable, and still meets the learning objectives.
Instead of relying on the ADDIE model for development where your intervention has a beginning and an end with measurable outcomes, you may want to move to an agile design (smaller deliverables in shorter times... I'll expand on this in another post), and build in a looping mechanism that enables user-generated touchpoints, groupthink, and two-way communication between your learners.
The biggest challenge is less about the knowledge or skills of the individual instructional designer, and more about the organizational transformation required to facilitate user-generated content to reside alongside more "formal" content. Adoption of the read/write web platform requires the ability for the instructional designer to perform what I call Stitch Design. Stitch Design involves weaving learning connections and social opportunities across the online community.
Key components of Stitch Design include:
- An understanding of the learner's motivation to metastream. You are no longer the sole architect of the whole experience. The learner is more than a partner in the experience – they are an active agent, and key to the outcome. People will easily become distracted if the content is not relevant, credible, and authentic. They will “metastream” the experience before committing to engagement. Metastreaming is the act of performing a quick scan of the learning ecosystem which is performed during the first few seconds of learner involvement. In just those few seconds, the learner will determine whether or not to commit their precious time to your design. You must release yourself of the notion that you alone determine the learner experience.
- Realization that dropping pre-determined solutions to the audience is ineffective. Your design should guide your audience toward the realization that they need to apply “design thinking” to improve their performance. Social networking enables you to make smaller, more intimate connections – which can create more engagement. The spontaneous output of collaboration will change the group's learning dynamic.
- Becoming technology agnostic. Technology does not matter when it comes to forming relationships (pivotal to successful learning engagement). Technology is merely the enabler. People will find ways to communicate, share, and build relationships regardless of the available technology. You should leverage the available technology, but only to build community. And never let the technology dictate the design... always design for maximum usability.
- Seeking high resolution in visual imagery. Increase the persuasive effect of the design through high-resolution imagery. Images tend to hypnotize (consider the effect of propaganda). The use of higher quality imagery builds an expectation of authority. Considerable effort is put into improving the imagery in video games. Visual fidelity implies authority, whereas simplistic or unrefined graphics are often an indication of lower quality -- consider low-resolution or "poorly designed" product packaging -- it does not attract the consumer. Nor will low-resolution imagery engage the learner.
- The realization that innovation is irrelevant to the learner. Your learner does not care how “innovative” your design is – they just want to be happy and satisfied. Good design will lead to happy learners – not an over-reliance on technological innovation. Focus only on their problems. The reason for the learning intervention should be fed only by the passion to solve that problem. Don't distract the learner with too much innovation.
With these ideas in mind, the read/write platform provides a forum for successful problem-based learning. It enables the learner to:
- Think critically and solve complex, real-world problems
- Find, evaluate, and use appropriate learning resources
- Work cooperatively in teams and small groups
- Demonstrate effective communication skills
Comments