One way critiques of instructional design will develop among learners using PLE 2.0 is through consumer advocacy. Both of my blogs have sought to empower buyers of instruction with insights into the design of educational offerings. I've explored many different critiques of instruction over the past three years:
- Recognizing defective course designs here
- Discerning the difference between bogus and authentic learning here
- Identifying harmful side effects of ineffective educational practices here
- Changing learning strategies to really learn a topic, skill or approach here
- Realizing the effects of instruction on curiosity, creativity, and courage here
- Considering whether instruction is merely informative or essentially actionable here
- Comparing set-ups for captivity and for experiences of freedom and meaning here
- Framing educational opportunities as games to play here
- Detecting the implied context of use for what is being taught here
- Recognizing how the learners are either pushed or pulled and pressured or nurtured here
However, when learners are self motivated and directed, these same critiques can be utilized in other ways. They help learners shop around for the best educational offerings. These critiques help them diagnose problems with their own learning and sort out how much personal responsibility to take for breakdowns. They provide a basis for appreciating good designs, valuable experiences and improved offerings. These critiques also assist learners in setting up effective educational processes for themselves and others (mash- up of DIY & DIT).
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