in hindsight

An innovative proposition on collaborative teaching design with so much potential. Whats happened to flexible learning design re-volution and these authors, their peers and those implementations of flexible learning design … ? in the intervening years

What we now know that they couldn’t know back then -The failure of e-learning to deliver equal access and learner centered designs. – who wants what ? …. (Collis and Moonen, 2001, p 10)

Why should we now use a learner centred design is a central question in article on application in Journal of knowledge and E-learning and Knowledge Society . These other authors , (Maria Pertonilla Penna et al 2007) are arguing the design of an e-learning interface, while it is one solution to spatial and temporal constraints, falls short of enabling more students to learn more effectively than in traditional environments. Learner centred design requires adapting the design to suit the individual learner.

This can be exhaustive, as you can imagine, and include both the environment around the work station and the day to day pressures personal preferences, learner styles and self and peer motivation to engage in the interface of online learning. Learner profile can include educational background; academic/ conceptual/cognitive/ profile, our experience base, attitudes both toward application of both the technology and attitudes to content, our expectations, our thinking and cultural socioeconomic stereotypes. That is even before determining literacy, numeracy needs, digital information literacy, technical skills and and last but not least our cultural influences. Such things, interrogated as learner centred design, provides evidence that the design promotes accurate assessment and the student outcomes are fair! Social justice issues are explicit throughout this list: people of all ages and ethnicities with literacy, numeracy needs are failing to step up to the digital information literacy plate to access educational opportunities.

Taking learner profiles to heart is a big ask. Logisitically speaking how realistic is the task to adapt learner centred profiles to course content and blended delivery … seems this could account for just how slow tertiary teachers seem to be to implement learner centred designs.

Today application of network learning across the www needs revisit the basic literacy and numeracy issues via educational planning, their software, hardware interface, web digital publication, syndicated reading services, social networks, multimdedia course design, open course delivery platforms net and the amassing of (open and electronic) access to survey evidence of the application online-learning.

For teaching professionals it could be beneficial to collaborate with the programme designers and to trial information technology design critically evaluating integration of literacy and numeracy needs. Professionally it could be disingenuous not to measure outcomes for students with literacy and numeracy needs; where we are not interrogating these mechanisms of social engineering across the internet we’re maintaining that the right to education is only for some.

What do we now know that they couldn’t know back then –so that’s it… the benefits of hindsight is really where learning begins (and ends). Every day can begin with evaluation, reflection and collaboration.

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