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Semelhante a The New Face of Learning? (full version) (20)
The New Face of Learning? (full version)
- 5. Know
thy
target
audience
–
mantra
of
all
good
instrucConal
designers.
But
please,
either
take
with
a
massive
sprinkling
of
salt
or,
preferably,
just
ignore
the
stereotypical
rubbish
which
is
currently
being
spouted
by
some
of
those
who
are
hyping
Web
2.0,
etc.
to
the
heavens.
According
to
these
people
there
are
4
groups
(there
always
are,
aren't
there?):
Veterans
(b
1925‐1945),
Baby
Boomers
(b
1946‐1964),
GeneraCon
X
(b
1965‐1979
–
I
don’t
know
why
they
are
called
that
–
perhaps
to
compare
them
with
the
last
group,
GeneraCon
Y
(apparently
because
they
are
forever
asking
why!)
(b
1980‐1995).
Each
group
is
said
to
have
a
different
profile
but
the
greatest
difference
is
GeneraCon
Y’s
profile
when
compared
to
the
other
3.
OK
some
of
the
very
generalised
stuff
may
be
fairly
accurate
in
describing
some
of
the
common
traits
of
people
in
each
of
the
groups.
However,
extrapolaCng
these
common
traits
to
the
ways
in
which
these
people
learn
is
just
downright
dangerous.
Theories
and
models
of
Learning
Styles
are
bad
enough
but
to
have
this
load
of
unproven
twaddle
thrown
into
the
mix
is
enough
to
make
this
Baby
Boomer
move
pronto
into
the
Veterans
class!
....
and
then,
of
course,
there
is
always
the
Silver
Surfers
(they
don’t
even
get
a
menCon
–
why
not?)
5
- 7. Panic
–
help
–
do
I
need
to
be
able
to
control
it?
As
an
instrucConal
designer
I’m
used
to
being
in
control
and
‘conducCng
the
orchestra’.
I
need
to
know
what
this
is
all
about
and
to
get
a
really
good
feel
for
what’s
going
on
out
there.
I
need
to
work
out
why,
when
and
how
I
might
need
to
incorporate
the
use
of
these
tools
in
to
my
learning
design.
EducaConal
programmes
–
exisCng
instrucConal
design
strategies
and
methods
(seminars,
tutorials,
broad
objecCves,
group
work,
individual
research
....)
should
easily
accommodate
the
overt
and
‘formalised’
use
of
Web
2.0
tools
and
apps.
Training
programmes
–
if
applied
in
an
overt
manner,
then
a
whole
new
ball
game
for
ID.
However,
formalised
rules
for
which
may
never
be
wrijen
because
they
will
never
be
needed.
Development
programmes
–
may
be
formally
incorporated
in
some
areas/aspects,
e.g.
acCon
learning
sets,
but
more
likely
to
remain
covert
but
organisaCon‐backed
acCviCes.
This
will
depend
on
the
nature
of
the
‘learning’
programme,
the
type
of
organisaCon
and
its
culture,
and
the
needs
of
learners.
7