The Changing Nature of Instructional Design for Networked Learning

Abstract

Networked learning systems bring learning support and instructional materials directly to learners who can potentially access materials from anywhere at anytime. This may be accomplished by employing a number of tools and methods ranging from simple e-mail to computer supported collaborative work environments. It is possible to make use of networks to share web-based resources and deploy powerful electronic performance support systems (see Figure 6.1). We shall use the term ‘networked learning’ to refer to this broad range of tools and technologies. Networked learning is an established reality in many different kinds of learning settings, ranging from homes to schools to offices. The obvious conclusions are that networked learning must be meeting some learning needs and it must be reasonably effective and efficient; otherwise, the fad would have passed and interest would be waning. While developments and learning effects in networked and collaborative settings have received a great deal of attention in recent years, there is not nearly as much literature on the changing nature of instructional design due to networked learning.