Learning Design
Introduction
Learning Design always evolves into something new. In the middle of the 20th century, the prevalence of behaviorism learning theory (perhaps in response to the world-wide events throughout these decades) contributed toward conditioning students to perform tasks required by that society in line with Pavlov’s work on classical condition (Pavlov, 1927), and Skinner’s concept of operant conditioning (Skinner, 1953).
This direct approach, based on the behavior of an individual, moved to Piaget’s constructionism, and then, cognitvism and connectivity (Teachnology 2019). This was the idea that people produce knowledge and meaning based upon their own experiences. As it turned out, technology and the internet rapidly changed the way that people live. Like it or not, it also changed the way that people learn.
We are learning new information through technology more and more. People are becoming busier, and they do not have the time to go to a classroom for study. The fear, of course, especially in the older generations, is the loss of human interaction – the social connection, and whether this will cause a digression in the quality a person receives in education. They fear that the scaffolding that may occur during personal contact with a living person is lost during the learning process.
Adaptive learning, however, attempts to bridge this fear by responding to the demonstrated learning gaps. Adaptive learning changes the instruction to address and satisfy granular learning objectives. Adaptive Learning uses technology to personalize a course by adapting to each individual learner by using a data driven—and, in some cases, nonlinear—approach to instruction and remediation (Moskal et al.).
Reflection
The education field goes up for re-evaluation every time new directions are found in technology. In addition to adaptive learning, the ideas of gamification, virtual reality (VR) and augmented reality (AR) came into light as technology advances to find new ways to make learning more exciting. New generations, who have grown into adulthood with computers live with older generations who are alive and well and remember a time when daily life existed without any of these tools. It is no doubt frustrating for older generations to have a different sense of what it means “to learn” than younger people.
The younger generations see technology as completely integrated into daily life and daily activities. This generation whizzes through the touch-pad technology and the use of a mouse, while the older generations lament over the loss of the hand-written thank you note done in cursive. The challenge becomes on what an instructor should place focus on. The analysis phase during the design of a course becomes completely relevant, especially on the question of audience. Will the course delivered be for younger generations who are completely proficient at basic usage of technology? Or will the course be delivered to older generations? Perhaps, the audience will be both groups.
Conclusion
Adaptive learning is a necessary development in the learning design world. Today, one of the biggest shifts in learning and design thinking is that workplace learning can be considered an ecosystem. Learning is not an event, but a journey (Hart 2019).
Also, the need to align learning experiences to business objectives could not be more important than it is today. The newer generations of business leaders demand quick learning experiences that are directly relevant toward their way of doing their business environment, but it has to fit into “their way” of thinking.
Much like ordering an almond milk, no-froth, grande latte at Starbucks, businesses want training experiences tailored to their tastes and picked up quickly with little wait. Education will always evolve. So, as technology continues to affect our way of life, learning will evolve with it.
Bibliography
Hart, Danielle (2019). 2019 Instructional Design Trends and Learning Trends: The Ecosystem Evolves. Retrieved December 10, 2019: https://elearningindustry.com/2019-instructional-design-trends-learning-trends-ecosystem-evolves
Moskal, Patsy. Carter, Donald. Johnson, Dale. (2017). 7 Things you should know about adaptive learning. Retrieved October 1, 2018. https://library.educause.edu/resources/2017/1/7-things-you-should-know-about-adaptive-learning
McGraw Hill Education (2016). Six Insights on Adaptive Learning Technology in Education. Retrieved October 1, 2018. https://www.mheducation.com/blog/thought-leadership/adaptive-learning-technology-insights.html
Pavlov, I. P. (1927). Conditioned Reflexes: An Investigation of the Physiological Activity of the Cerebral Cortex. Translated and Edited by G. V. Anrep. London: Oxford University Press.
Skinner, B. F. (1953). Science and human behavior. New York, Macmillan
Teachnology (2019). Piaget’s Theory of Constructivism. Retrieved December 10, 2019: http://www.teach-nology.com/currenttrends/constructivism/piaget/