Age of Content Abundance

12 Sep 2005 (Mon)

An extract from Elliott Masie’s Learning Trends newsletter this week:

“Things change dramatically when a learner feels Content Abundance vs. Content Scarcity. A few years ago, we were often teaching learners who felt a sense of scarcity. They often viewed our classes or e-Learning modules as the primary or only solution to their information and knowledge needs. As the power of the internet is extended, I have noticed a major shift from Scarcity to Abundance.

“Many learners now feel information rich, or even overloaded. They know they can go to their search engine, type a few words and get an up to date list of links to knowledge resources. This is often viewed as better than the list of links that the classroom instructor hands out at the end of the class.

“AS WE PROVIDE resources in the Age of Content Abundance, it becomes even more important for learning professionals to address these dimensions:
* Invitation – Emerging models for inviting specific learners to learn specific content – aligned to personal, project or performance motivational factors.
* Personalization – Emerging models for allowing the learner to perceive (and predict) an efficiency of getting to the “just right” content.
* Granularization – Emerging models for helping the learner gain access to smaller and more targeted sets of content.
* Sequence Options – Help our learners to take one of several sequences through the content, based on needs and priorities.
* Context – In the age of abundance, learners have easy access to loads of content. It is more difficult for learners to access “Context”, the stories, best (and worst) practices and organizational realities.
* Performance Tools – Learners still want great job and performance tools. Give them digital or plastic laminated Job Aids.
* Calibrating Expectations – Trainers and instructional designers should recognize that learners feel Content Abundance. We should acknowledge that this shift has occured for many of our learners. Our courses and language should help learners calibrate their expectations of how much of the needed knowledge will come from formal vs. informal learning.”

Share and Enjoy:
  • del.icio.us
  • Digg
  • Diigo
  • Facebook
  • Google Bookmarks
  • LinkedIn
  • MSN Reporter
  • NewsVine
  • Ping.fm
  • SphereIt
  • StumbleUpon
  • Technorati
  • Tumblr
  • Twitter
  • Yahoo! Buzz
  • email
  • PDF
  • Print
Similar Posts:

Posted by J.K. in Design, Learning | View Comments |

  • http://blogs.clappingtrees.com JK

    Ah, compare this with Human-Centered Design Considered Harmful (thanks to ElearningPost):

    The “listen to your users” produces incoherent designs. The “ignore your users” can produce horror stories, unless the person in charge has a clear vision for the product, what I have called the “Conceptual Model.” The person in charge must follow that vision and not be afraid to ignore findings. Yes, listen to customers, but don’t always do what they say.

    Now consider the method employed by the Human-Centered Design community. The emphasis is often upon the person, not the activity. Look at those detailed scenarios and personas: honestly, now, did they really inform your design? Did knowing that the persona is that of a 37 year old, single mother, studying for the MBA at night, really help lay out the control panel or determine the screen layout and, more importantly, to design the appropriate action sequence? Did user modeling, formal or informal, help determine just what technology should be employed?

blog comments powered by Disqus

sikis izle, porno izle, seks videolari, porno seyret,Turkce Pornolar, Yesilcam Pornolari, genc kiz Pornosu izle, Bedava sikis izle, seks izle, pornolar, liseli sikis, sikis, porno,adult video,adult sikis, Yesilcam Porno,

r57.txt, r57shell, r57 shell, r57, c99.txt, c99shell, c99 shell, c99.txt