This article (13 page PDF) looks at the limits of traditional instructional design - which presupposes an "appropriate configuration of instructional interventions in insular and finite curricular units, such as a course or training program" - in contrast to longer term and less well defined learning. In so doing, it maps out a broader approach defining instructional strategies in the future. Consequently, the authors recommend learning strategies that "create active, constructive, cooperative, authentic, and intentional learning interventions." In particular, "In social constructivism and connectivism, learning becomes a process of collection, reflection, connection, and publication. Therein lies the cooperative (collaborative, conversational) principles of meaningful learning."
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