Digimodernism and Learning

By Bill Brandon

“Did-ja-what?” I hear you asking. Digimodernism (digital modernism) is a term that describes “a new paradigm of authority and knowledge formed under the pressure of new technologies and contemporary social forces.” If you have colleagues who struggle to accept the notion of rapid eLearning authoring by subject matter experts, or who have a hard time seeing how social media, informal learning, and peer-to-peer learning can have a part in their instructional designs, you know people who are experiencing some of the turmoil that marks the rise of digimodernism.

However, while digimodernism may sound esoteric and academic, looking at the world from this perspective can help make sense of new approaches to learning and instructional design. In this article, I describe a few of these ideas, in the hope that you will find them useful in your practice. I also raise some questions that we need to be asking ourselves in this time of change.

(Before continuing, I feel I should add that “digimodernism” has nothing whatsoever to do with “digital learners,” “digital natives” or any other imaginary tribe.)

Continued at: http://wp.me/p11BlP-Dk

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