As Web 2.0 lends itself to eLearning 2.0, there is a significant social angle to learning. This means that, as learning happens lesser in isolation, i.e. just the ‘online course’ and becomes more collaborative and participative, it just helps having heuristics to evaluate web-based communities.
If you read this not-very-long article and notice the five heuristics of interactive creativity; selection hierarchy; identity construction; rewards and costs; and, artistic forms, you will notice they almost lend themselves to some key learning theories. In eLearning 2.0 it will have impact on how online learning is designed.
The instructional designer’s role will have to cover a bit more than Bloom’s and ARCS and the lot, in this very pervasive, collaborative and socially hyperactive way of learning.
I guess, the Instructional Designer 2.0 has to come of age before eLearning 2.0 can. eLearning can now, possibly bloom beyond Bloom.
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[...] touch with your friends, it has got implications on the instructional designer’s role, like I said earlier: The instructional designer’s role will have to cover a bit more than Bloom’s and ARCS and the [...]