I’m working on a follow-up to the post, and I’m going to address the making and keeping the connection idea. I think about it in relation to my daughter’s disconnect with things because of her Asperger’s…she can learn anything but if she doesn’t know how to make a connection (or realize there is a connection that needs to be made) she is going to miss out on important information.

Now how do you design for that? I’ll take a shot at answering some of the questions you post in my follow up post. we need the experienced folks like yourself to jump in here!

I see two topics in your post. The first is improving learning events and processes. Things are changing much more rapidly than in the past. Learning events need to take our rapidly changing and connected world into account.

The second topic is how we set up environments where learning can occur “naturally” because of the structure of the members of the community. This second topic needs to be explored in more detail and I hope others post their thoughts on this topic. I don’t have any ideas right now on how to harness the power of networks/communities/groups, just a few questions.

I’ll address structured learning first. For me, the key point is practical application. The world is changing. Communication methods and modes of learning are impacted by changing and new technologies. I’m going to leave the questions of technology to you and others.

The question I’d like to address is: Does the something new contribute to making learning occur? Whether it is a new technology or process, or just the next new thing, the question remains. How can it contribute to learning? How does something contribute to learning? Does that something enhance learning? I measure learning by how effectively it is applied. A learner must be able to successfully apply what they have learned. Can the learner do what they need to do, in whatever situation they need to do it? If the answer to that question is yes, then the training was effective.

What about the process of designing instruction? There is no question that learning happens in social spaces. But are there objectives in place? The question becomes, how does an instructional designer use or account for learning that occurs in social spaces? Is there a way to piggy-back onto social space learning? What role can control mechanisms play? Is there something in (or not in) the individual’s social network that will prevent or inhibit learning? Is there a time when someone should be included in a social network when they are excluded for unrelated reasons (e.g., race, religion, country of origin).

What I would like to see addressed is this: What does the instructional designer need to consider/do that will allow learning to occur faster and better? Does the designer need to be a part of a community? Even if just for the period while they are developing the learning event? If so, how does the designer become a member? How does the instructional designer obtain access to a learner community?