Yesterday at a BILD Connect event in Bristol, we looked once again at the status of technological tools in learning design. Judith Christian-Carter led the charge in saying that the presence of new media has not altered the fundamental process of learning design. While someone referred to the ‘obligatory wiki and blog’, we were all still talking about defining the target audience, working out what needed to be learned and the most cost-effective method of delivery.
We talked of commercial and academic clients who ban mobile phones (cellphones) from learning spaces , those who allow them and whether or not it affects learning design if that form of communication, that is widely used informally, is officially outlawed. We discussed the merits and demerits of virtual worlds and ‘serious games’ – remarking wryly that some of the simulations seem to have evolved very little since the late 1970s in terms of content although the graphics have, of course, improved immeasurably.
For learners, as well as learning designers, the main message was that for all the hype about Web2.0, all we really have is a larger toolbox at our disposal than just a classroom and some books. If you do not possess a Playstation and believe a cellphone is for making emergency calls, you should be able to find a teacher and a course that do not require either. For those, however, who are just a bit curious and want to find out more, I refer again to two, Michael Wesch videos well worth watching as the new tools undoubtedly have their place:
The Machine is Us/ing Us is Web 2.0 in 5 minutes
A Portal to Media Literacy is well worth the 1 hour 6 mins and, once he has been introduced, he starts with finding out who does not like being in the classroom and who has a cellphone with them.