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Learning Design & KM grab bag : August

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Ok – completely occupied with huge project works. Need to blog all these now as a grab-bag-link-list. Will come back to normal mode soon.

A Taxonomy of Learning, and Nature as Learning Role Model by Dave Pollard

Becoming a Tiger: How Baby Animals Learn to Live in the Wild, by Susan McCarthy. ..The primary message of this book is that all of the qualities that define learning, intelligence, knowledge, technology and culture (including songs, dances, shared social behaviours and skills, mating rituals, habits, tendencies, preferences, work-product, language, and socialization) are present in abundance throughout the animal kingdom. …But the more important message, I think, are these five universal truths about how we learn

Four Keys to More Effective On-The-Job Learning by Jim McGee

As an IT knowledge worker, you must continually develop and employ new skills. Developing an explicit strategy that incorporates learning into your day-to-day job can bring big benefits.


New learning always connects to something we already know. Much like building a brick wall, new learning needs to connect to what we already know. It is nearly impossible to learn something totally new to us. Trying to keep track of everything you know isn’t very helpful, but developing a sense for the edges of your knowledge will highlight the places where you can get the greatest return on your learning time.


For all the limits of conventional schools, they have one important characteristic worth emulating; they are social environments where learning is valued. They are places where it is safe to not know; where you can seek help from those who know more than you and from those who are working through similar learning struggles.

A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked by Richard F. Kenny, Zuochen Zhang, Richard A. Schwier, Katy Campbell

The purpose of this literature review was to determine what evidence there is that instructional designers apply ID Models, as well as to establish what other activities and processes they might use in their professional activities. Only ten articles were located that directly pertained to this topic: seven reporting on empirical research and three case descriptions recounting development experiences. All ten papers pertained to process-based ID models. Results showed that, while instructional designers apparently do make use of process-based ID models, they do not spend the majority of their time working with them nor do they follow them in a rigid fashion. They also engage in a wide variety of other tasks that are not reflected in ID models.

Connectivism: Learning as Network-Creation by George Siemens

Existing theories of a particular subject matter are typically revised and adjusted to reflect changing environments. At some point, due to continual revisions, the theories becomes so dichotomous and complex that it is no longer reflective of the subject it is intended to define and explain. At this point, the existing theories need to be replaced with models that more accurately reflect the link between theory and reality. The domain of learning is significantly hampered by progressive revisions of what it means to learn, to know, and to understand. A subset of connectivism, network forming, is presented as an accurate model for addressing how people learn. The test of any theory is the degree to which it solves problems and incongruities within a domain. The shortcomings of behaviourist, cognitivist, and constructivist ideologies of learning are answered in light of learning as a connection-forming (network-creation) process.

Written by anol

August 22nd, 2005 at 5:29 am

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