Isabella Soprano College

the zoo as a metaphor ...

As digital technologies are close to the needs of students, is more common to use terms from the web usability also in educational settings. A powerful tool that is often overlooked is the metaphor, often used in the design of computer interfaces. The Windows desktop is a classic example, and is also common to find metaphors in some conceptualizations of the universe 2.0 and FLOSS , like the bazzar and cathedral. But, undoubtedly, are the growing number of worlds educational virtual responsible for the increased use of metaphors in the design of virtual learning environments.

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mobile immersive learning ...

[Courtesy: http://educasecondlife.blogspot.com/ ]

... which is not very well is where does the label of "learning" :-)

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instructional design 'online'-open ...

Coincidentally two articles have appeared convergent themes that shed light on a central section and -learning 2.0, such as instructional design. On the one hand, Graham Atwell wonders if instructional design is dead as we know it. Apparently, his view depends on the conceptualization that is made of "instructional design"
"Is instructional design dead? It depends, I suppose, what is meant by instructional design. Yes, if the focus revolves around the sequencing of learning objects and the figure of the master controller applications. But it is not if we talk about the development of materials to help people learn. "
and adds a final comment just as important:
"The global learning environment is not only the site (approach that goes beyond e-portfolios , the PLEs and VLE), the latest learning environment is the world around us, which of course includes the web. But it also includes people, books and our environment (physical). A major challenge for the future is how to ensure that the environment is rich in learning opportunities. "
The other comment on this point comes from Niall Sclater , which provides a continuum between open source and open content Finally, the design of open courses. His vision is far more pragmatic than that of Graham (Niall Graham is a technician and a sociologist), and their questions focused on the operational side:
"The opening of the course design process generates a series of questions: Do I feel comfortable if people can see the first versions of my work, which may be far from perfect? \u200b\u200bCompetitors will steal our ideas to be first in commercialization? (...) What happens if an open show my ignorance about some content of the course I'm doing? ".
Somehow, I have always understood everything related to SocialLearn and the movement of open educational resources as a cultural phenomenon-conceptual rather than technological or operational. It seems clear that these are issues that have no easy fit in conventional educational structures and whose implementation requires doses of voluntary leaving aside the cost-benefit analysis.
emmm ... also seems clear that movement is still under construction ...

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process design user-centered learning ...

One aspect that is often overlooked in the design of learning processes with digital technologies is the target: who is leading the process. This is a structural problem that becomes even more explicit in the field of academia. For example, when universities teach future educators to develop teaching sequences with digital technologies will be aimed at wider audiences, as in the fields curriculum design, organizational innovation, social intervention programs, and so on. Typically in these cases is to focus on a group stereotype ("young", "adult", "society", etc.), whose definition does not take into account the psychosocial changes associated with the use of technology. In the time to internalize the academy change, the evolution of the social scene has reached a level where it makes explicit the break between the theoretical model and the real situation. This gives rise to problems of fit (or disengage, as you look) like this: Where would fit the profile within the academic orthodoxy?, What type of conventional teaching resources (methodological and instrumental) are most likely in accordance with their characteristics, and do what those resources would be facilitators (rms) of their learning?