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We have aggregated some interesting posts here on the topic 'What is learning design?'
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Peter Bryant
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Suggested by Dustie Houchin onto Initiate! What is learning design? |
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Discussion of the concept of Massive Open Online Courses as they evolved from the development of open online learning and evolved into a means of offering so... Via Ana Cristina Pratas Delete the scoop?
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Via Elke Lackner Delete the scoop?
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Hybrid Pedagogy is an academic and networked journal of learning, teaching, and technology that combines the strands of critical pedagogy and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education. Via Fleur Prinsen Delete the scoop?
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by Thomas Stanley Ideas for Creating an Interactive Blended Learning Experience There are, sometimes frustratingly, a number of ways to teach in the online world. Some programs are credit retrieval, others are expanded correspondence courses,... Via Mary Perfitt-Nelson 
Mary Perfitt-Nelson's curator insight,
April 27, 2:21 PM
Interactive blended learning: Student-to-StudentStudent-to-TeacherStudent-to-CommunityStudent-to-MaterialStudent-to-Technology
Ivon Prefontaine's curator insight,
April 27, 4:46 PM
We should not limit our thinking of what is blended learning to online learning. We need to consider the role of face-to-face in this learning model. Delete the scoop?
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Through highly standardized curricula and pacing guides, teachers are told exactly how to teach, rather than being empowered to differentiate instruction and create engaging learning environments to meet the needs of their students. Delete the scoop?
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Forget MOOCs. The true challenge to higher ed will come from models that use cognitive science and technology to remove faculty members from the center of the learning process, writes Richard Holmgren. Via Alberto Acereda, PhD Delete the scoop?
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There are many good and useful models of instructional design, for example, ADDIE, ASSURE, CRESST, ARCS, 4CID, Component Display, Gagne's Instructional Design Model, and so forth. These seem to me to identify ... Delete the scoop?
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No matter what side is argued the fact remains that MOOCs are a new player in this old game of higher education and almost every university is crafting a plan to incorporate them into their programs. Inspired by Hybrid Pedagogy's ... Delete the scoop?
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Find out more about some of the important movements in the development of Web 2.0 online communication software or e-tools that have impacted on, and continue to impact on, how individuals and communities communicate and learn. Delete the scoop?
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Invited Speaker presentation at the Australian Higher Educational Industrial Association (AHEIA) conference in Sydney, 17 May 2013. This audience consisted main Via Paulo Simões, Mark Smithers Delete the scoop?
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Facebook is a popular social networking site. It, like many other new technologies, has potential for teaching and learning because of its unique built-in functions that offer pedagogical, social and technological affordances. In this study, the Facebook group was used as a learning management system (LMS) in two courses for putting up announcements, sharing resources, organizing weekly tutorials and conducting online discussions at a teacher education institute in Singapore. Via Susan Bainbridge, Peter Mellow Delete the scoop?
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Exploring Curation as a core competency in digital and media literacy education Via Robin Good, Alfredo Corell 
Will Gourley's curator insight,
May 22, 9:08 PM
Great insight into curation for a 21st century classroom. 
Pam Colburn Harland's curator insight,
Today, 7:38 AM
I've been curating for years, using Scoop.it and Delicio.us, but I'm excited to begin introducing the concept of curation to my students... Especially upperclassmen beginning their senior projects. Delete the scoop?
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In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, we examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes. Via Peter B. Sloep 
MIT OEIT's curator insight,
May 10, 9:26 AM
Finally, a literature review.
Also see the @pbsloep's commentary on his original scoop. 
Maria Persson's curator insight,
May 20, 7:15 AM
Need a long rainy day to read all this great stuff. So wave of the future or tsunami ready to hit and hurt and then leave? 
Paulo Moekotte's comment,
May 23, 6:10 PM
WIth regard to Bates observartion, it may be noteworthy to mention that Hedberg and Larson developed the so called media wheel (http://goo.gl/n3jIa) that was inspired by Laurillard’s distinction in media forms that support learning. Laurillard (2002) argues that different media forms have different affordances, i.e. provide a different level of support for various kinds learning experiences (http://goo.gl/HLVra).
As one might guess, these different media forms, supporting different learning experiences, activities or strategies, could probably demand different skills. And indeed, as a result of the intensified research on digital literacy or media literacy, it is suggested that digital media add more layers to literacy (http://goo.gl/YzkWq) or that literacy consists of several subsets of specifif skills (http://goo.gl/rp9Wv). So, looking for the effects of media use in educational settings (like MOOCs), not only requires differentiating media forms but also taking into account that media use demands different subsets of specifif skills. Delete the scoop?
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Via Smithstorian 
Smithstorian's curator insight,
April 17, 9:37 AM
The field of massive-open-online-course providers is becoming crowded. That’s even more so at Stanford University, where Udacity and Coursera, two of the largest providers, got their start.
Now there’s a new platform to add to the list. NovoEd, which officially opened on Monday, will begin offering seven courses to the public next week, as well as 10 private courses for Stanford students. Amin Saberi, a Stanford professor and the start-up company’s founder and chief executive, said there’s a key difference between NovoEd and existing MOOC options: peer interaction.
“With this transition from brick-and-mortar classes to online learning, you shouldn’t lose the social, collaborative aspects of learning,” Mr. Saberi said. “It should be able to enable it.”
NovoEd was created by Mr. Saberi and a Ph.D. student, Farnaz Ronaghi, for use in an entrepreneurship course in March 2012. More than 80,000 students in 150 countries participated in the course by using the platform, working in teams on projects and business models.
“We had students from Silicon Valley to Russia to third-world countries in Africa,” Mr. Saberi said.
Some MOOCs have struggled to foster teamwork because of their size. In February a course at the Georgia Institute of Technology was suspended due to technical difficulties after the instructor attempted to use Google Docs to help the course’s 40,000 enrolled students to organize themselves into groups.
NovoEd is designed specifically with teamwork in mind, Mr. Saberi said. Students form groups at the beginning of each course, conduct class discussions by messaging one another or in discussion boards under an assignment, and evaluate their peers’ performance, much like team projects in face-to-face lecture courses.
NovoEd’s offerings for the public currently include courses on finance, product management, and mobile health.
One offering, “A Crash Course in Creativity,” explores how to increase your own creativity among teams and organizations. One assignment asks the teams to “look at bread in a new way” and to create presentations and video exploring the value of a loaf of bread. The videos are then viewable, and can be commented on, by everyone else in the course.
“It’s important to think about that learning is not just the mastery of skill sets or content,” Mr. Saberi said. “We want all the students to become critical thinkers. We want them to be better team leaders, better team players, and these are things you attain by working in teams and learning from your peers.” Delete the scoop?
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The convergence of globalization, the emergence of the knowledge society and accelerating change contribute to what might be best termed a New Paradigm of knowl Via Gust MEES 
Jeni Mawter's curator insight,
April 11, 9:12 PM
Knowledge gained is knowledge shared in the 21st century. 
ProspecBib's curator insight,
April 18, 3:55 AM
Un peu trop optimiste à mon avis sur l'utopie de la société et l'éducation 3.0 ! Delete the scoop?
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Publication at 3rd International Conference on Higher Education Development "Future Visions for Higher Education Development" Via Ana Cristina Pratas 
timokos's curator insight,
April 17, 9:43 AM
And a non-western vision on the interactive possiblities of MOOCs 
PaigeCuffe's curator insight,
April 26, 6:22 AM
This draft paper offers some evidence of the style of some interactions on some types of MOOCs. Regrettably, it offers them as though representing all interactions and all types of MOOCs and does not recognise the differences in pedagogy/heutagogy of the widely varying courses now available. Indeed, it does not describe the original cMOOCs though it does draw on a lot of the literature which has arisen from and around cMOOCs and applies this without qualification to xMOOCs. Within those constraints, however, is there something here to consider about the style of interaction of participants on these xMOOCs and also the potential role of xMOOCs in other societies? Delete the scoop?
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In a few of my more recent blog posts, I’ve talked about what it means to be an Instructional Designer and how I had an interest in Educational Technology at an early age. I thought it’d be a good ... 
Julie Tausend's comment,
April 15, 11:49 AM
Thanks for scooping my article. I post regularly at julietausend.com on topics on Instructional Design and Educational Technology!
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Sometimes your clients come to you for an effort that might be considered communications and not Learning or Training. Sometimes they simply need "to use you and your organization's capabilities" t... Delete the scoop?
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