The individual learning patterns have been changing for over 30 years, to discuss more the implication for learning design regarding these trends (Martinez & Whiting, 2021).
This article, defines formal and informal learning, principles of designing for informal learning, designing for informal learning in new tech tools, and the final reflection.
Both settings and curricula are divided into two-dimension to represent formal and informal learning environments. One learning environment can be a formal setting with formal curricula (such as transitional K-12 school, self-guided computer-based training) or a formal setting with informal curricula (such as informal professional development). It categorizes settings and curricula into four combinations that can help instructors, learners and researchers look at this problem clearly and comparable (Boling, 2012).
This article also summarizes four principles of informal learning: provide choices, design for sharing and interaction, multiply the benefits of learning and multiply the benefits of competition. There are more and more instructional designers who provide more related topics and only require mastery of one of them. That gives the learner more choices to find out the best approach to achieve the learning goal. More and easier ways for collaboration, idea sharing, and peer interaction is another principle that keeps changing in the instructional design field. With the increasing teamwork opportunities, the interaction between learners becomes more and more important. Constructionism, project-based learning, gamification, and playful competition are several additional areas that have proven for increasing learner and designer engagement. These non-traditional areas require new developments and challenge different levels of developers and learners.
The new technology provides a new opportunity for designers, it increases the creativity and ingenuity of the instructor and learners (Mishra, 2009). Combines with knowledge and experience in a certain field, new technology tools can help designers and learners to cooperate better and more productively.
References:
Martinez, S., & Whiting, J. (2021). Designing informal learning environments. In J. K. McDonald & R. E. West (Eds.), Design for learning: Principles, processes, and praxis. EdTech Books. https://edtechbooks.org/id/designing_informal
Mishra, P., Koehler, M. J., & Kereluik, K. (2009). The song remains the same: Looking back to the future of educational technology. TechTrends, 53(5), 48-53.
Boling, E., & Smith, K. M. (2012). The changing nature of design. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4th Ed.) (pp. 60-67). New York, NY: Pearson Education.
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