Cybernetic principles for learning design

Abstract

Purpose-This paper aims to present an approach from first principles to the design of learning experiences in interactive learning environments, that is "learning designs" in the broadest sense. Design/methodology/approach-The approach is based on conversation theory (CT), a theory of learning and teaching with principled foundations in cybernetics. The approach to learning design that is proposed is not dissimilar from other approaches such as that proposed by Rowntree. However, its basis in CT provides a coherent theoretical underpinning. Findings-Currently, in the world of e-learning, the terms "instructional design" and "learning design" are used to refer to the application of theories of learning and instruction to the creation of e-learning material and online learning experiences. The paper examines the roots of the two terms and discusses similarities and differences in usage. It then discusses how the processes of learning design fit into the larger processes of course, design, development and delivery. It goes on to examine the concept of a "learning design pattern". Originality/value-The paper contends that, whilst learning design patterns are useful as starting-points for individual learning designs, learning designers should adopt the cybernetic principles of reflective practice-as expressed in CT-to create learning designs where received wisdom is enriched by contextual feedback from colleagues and learners.

Design, Designers, and Reflection-in-Action

“…Design, Designers, and Refl ection-in-Action Atman, 2003 ;Atman, Cardella, Turns, & Adams, 2005 ;Atman, Chimka, Bursic, & Nachtmann, 1999 ;Ball, Onarheim, & Christensen, 2010 ;Goel & Grafman, 2000 ;Guindon, 1990 ;Scott et al, 2007 ;Valkenburg & Dorst, 1998 ), especially to refl ection-in-action (Schön, 1983(Schön, , 1988. The idea of refl ection-in-action is that unique and uncertain situations are understood through attempts to change them, and changed through the attempt to understand them (Schön, 1983(Schön, , 1988.…”

“…Designers are refl ective participants in the design process (Scott, Shurville, Maclean, & Cong, 2007 ;Valkenburg & Dorst, 1998 ). To understand designers interacting with design episodes and having a refl ective conversation with the situation, design thinking literature points to refl ective practice ideas (Adams, Turns, &…”

Improving Processing Data Skills on Econometrics. Could Cybernetic Learning Theory Practice Do it?

“…The activities of lecturers in learning Cybernetics Theory -Practice has been conducted during the study in accordance with the rules of Bernard Scott, et. Al [3]. Lecturers will present problems in the group-finished practicum sheet.…”

“…7) Students discuss the results of data processing in front of the class and serve as a material to explain the detailed knowledge of econometrics. 8) The lecturer rewards the group who has presented the results of the group discussion [2] [3].…”

“…Cybernetic Learning takes as its starting point the concept of a self-organising system (SOS) that adapts, habituates and learns. It goes on to describe human-machine and human-human interactive as the synergistic composition of SOSs into a larger whole [3].…”