Jane has done it again! She provided me with my morning dose of inspiration by linking us to a free e-book – Cappuccino U. As I have posted on recently (here and here), there is (to me anyway) a common thread connecting discussions about informal, networked, emergent, coproduced, dynamic (or whatever the word of the day) learning that focuses on an engaged, active and empowered learner in control of his or her own learning destiny. Cappuccino U is a quick read that reminds us of all the ways there are to take control of our learning from the comforts of our local coffee house.
However, for me as an instructional design student, it begs the question, "What is the role of the designer?" In most of the examples in the e-book, someone somewhere "enabled" or "provided" access to these informal learners. However, is access (If you build it, they will come) sufficient? Does the level of required design and facilitation depend on the situation and needs of the learner? As my new bud Dave has been contemplating, there is a certain ebb and flow to informal learning where we give and take what we want from the experience. I keep coming back to the notion that the likelihood of a fruitful (informal, networked, emergent, coproduced, dynamic, blah, blah) learning experience will be improved (initiated / sustained?) by forethought in the design. But, does that mean designer = gatekeeper? I hope not, but maybe so? More rhizomatic fodder, I guess …
technorati tags:informal learning