It happens because of hidden assumptions that learning is essentially knowledge transfer, and that knowledge will impact performance. This shows up in the process very early on: learning design will often commence with something resembling a 'this is what they need to know' conversation, rather than a 'how can we help you?' conversation. The diagram illustrates what it means to shift from content to context.
I'm wondering when does this happen? What I mean is, which part of the learning solution process do you see either of the two happening?
ReplyDeleteIt happens because of hidden assumptions that learning is essentially knowledge transfer, and that knowledge will impact performance. This shows up in the process very early on: learning design will often commence with something resembling a 'this is what they need to know' conversation, rather than a 'how can we help you?' conversation. The diagram illustrates what it means to shift from content to context.
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