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New Technologies in the classroom and its impact on ID

Almost 20 years ago, Gillespie (1998) already argued that traditional approaches to ID were no longer appropriate to deal with the new technologies, since it required high levels of content specification and teacher control over the learning. This models tend to produce lower order cognitive tasks (transfer, acquisition and retention of knowledge). The focus should be helping the learner to become skilled and active at finding, evaluating and using information to problem-solve.
This requirement of involvement at a higher level and collaboration supposes redefinition in regards to the traditional roles of teachers and learners. Teacher will be more planners, designers and guides (rather that providers of content) and students will be assuming greater responsibility over their own learning and the communication and sharing of their inquiry.




For Campbell, Schwier and Kenny (2007) learning is more effective when is embedded in social experience. They believe that designers are social actors who embody core values. Therefore, ID is a moral and ethical practice. I Designer are involved with others in dialogues about social change. Designers exemplify Interpersonal, professional, social and institutional agency.


Snyder (2009) insists in the notion that as we move further into the information age, new skills are needed (innovation, create, solve ill-defined problems). Constructivism helps develops these competencies through group-based and cooperative work. She proposed an adult-learning theory based on andragogy rather than pedagogy. The principles of andragogy are the need to know, self-concept, experience, readiness to learn, learning orientation and motivation. The principal values of Design theory are : Learner-centred environment; synergy and diversity.

Sims (2012) argues that ID follows a pre-determined pathway to achieve the transmission of knowledge, but the interpretivism model proposes that knowledge is constructed by the individual. Students now entering in formal education posses a different skill set that those for whom ID was design for. For them, technology IS the environment and learning means different things. The key to new online environments is the transition from teacher-prescribed to learner-generated content and a contextual, integrated interface. The role of all participants in the educational process needs to be reassessed, since they can now  be interchangeable.


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