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“the future belongs to those who prepare for it”

“It is in fact nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wrack and ruin without fail”.

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“the future belongs to those who prepare for it”

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  1. “It is in fact nothing short of a miracle that the modern methods of instruction have not yet entirely strangled the holy curiosity of inquiry; for this delicate little plant, aside from stimulation, stands mainly in need of freedom; without this it goes to wrack and ruin without fail” “Anyone who tries to draw the future in hard lines and vivid hues is a fool. The future will not sit for a portrait. It will come around a corner we never noticed, take us by surprise” “the future belongs to those who prepare for it” Ralph Waldo Emerson Malcolm X George Emerson Albert Einstein

  2. design for contextual learningweb-based environments that engage diverse learners

  3. context

  4. a technological world a connected world a mobile world an interactive world context

  5. teacher informal participant formal participant learning place classroom formal participant informal participant learner

  6. design + pedagogy = instructional design

  7. if (instruction = delivery) and if (beyond delivery) then (beyond instruction) end if

  8. Design Develop Deploy Evaluate Analyse instruction assessment

  9. Analyse Design Develop Deploy Evaluate media preferences prior knowledge socio-economic context culture learning styles content assessment strategies

  10. Analyse Design Develop Deploy Evaluate media preferences prior knowledge socio-economic context culture learning styles content assessment strategies

  11. media preferences learning styles prior knowledge culture socio-economic context content learner

  12. pedagogy strategies environment performance “learning environment”

  13. pedagogy strategies environment performance “learning environment”

  14. what might this look like? • rather than teacher-defined content, context with learner-defined content • rather than specific objectives, outcomes emerging from learner (course participant) interactions • rather than assessment,completion of learning tasks represents successful performance

  15. design for contextual learning • a strategy that foregoes assumed learner characteristics and attributes and emphasises the benefits of catering to an 'anyone, anywhere' audience • a case for reinventing common instructional design practices by advocating an approach where design focuses on the individual learner achieving meaningful and situated outcomes from their engagement and encounters with a course of study.

  16. learners as producers, not consumers learners as creators, not watchers an alchemy of learning

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