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An Interview with Howard Rheingold

By Laurie Rowell, Howard Rheingold / February 2010

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  • Sat, 28 Nov 2009
    Post by Rick Reynolds

    I know exactly what you mean, Jane; I have been going through the same thing, myself.

    I just got the opportunity to develop an online school and course, but without much of a budget. So I'm going though all the possible ways to implement it, and unfortunately speed and cost need to be leading factors in what I choose. I won't settle for anything that isn't really good, but pulling that off on a tight budget will be a challenge. If you or anyone else has ideas, feel free to chime in! :)

    Thanks, Rick

  • Tue, 13 Oct 2009
    Post by Milton Bulian

    Here's another sign of the times: Subject Matter Experts (SMEs) building e-learning modules using an authoring tool and a templated approach. In technical training fields, they generally have less education than a degreed instructional designer, so they work for less. However, they also generally have less experience with learning theory and principles of education in general. Without proper front-end analysis and strong objectives on which to base instruction, much of the courseware is a testament to their knowledge of the subject and little more. One approach by an entrepreneurial ID consultant is to offer on-site training in instructional design principles specifically geared for SMEs.

  • Wed, 03 Jun 2009
    Post by Elizabeth Lair

    I think Jane has made a very good point that there is a move away from thoughtful instructional design to make way for rapid eLearning development. Too many elearning developers are attempting to take a classroom training or a policy and drop it into an eLearning module. The power of interactive and engaging training must be embedded in on-line learning or we will miss the mark.

  • Mon, 30 Mar 2009
    Post by Bob Smtih

    Outstanding brief article. I might add that gaming is the next iteration. However, we''re not even close to harnassing the learning potential of social networking.

  • Sun, 22 Mar 2009
    Post by Mary

    I see this happening in my govt agency too. Higher ups are more interested in putting a power point slide show (without any Bozarth enhancements) in the LMS and calling it training than investing in training classroom trainers to become elearning developers. The idea is that if you read it, you were trained ... sign here to document you were trained. I am hopeful that training evaluation and performance management may demonstrate the error of these ways.

  • Tue, 10 Mar 2009
    Post by Gary Woodill

    The question of "how the traditional classroom came to be held in such exalted esteem" is an interesting one. I would suggest that the elevation of the classroom is connected to the need for "standardization" of educational outcomes in terms of both knowledge and behaviors. This was demanded by the developing industrialization of the 18th century, culminating in the "monitorial education" and compulsory schooling of the late 19th century. The times and economic system demanded conformity and common knowledge for a stable capitalism to work. The present "post-industrial" era requires much more creativity and problem solving, and therefore a lack of conformity. That has helped to create the opening for the use of technologies that move us away from the stifling technology of the classroom.