Controlling the sequence of learning

Among the reactions to the article on sequences of learning is a post from Brett McLaughlin on the O’Reilly Radar blog, that poses questions about the design of the sequence.

Learning is important to us all  in so many ways; so learning (yup!) more about learning seems to be particularly important! However there are a considerable range of contexts in which learning occurs; and sometimes this causes the generic lessons to be more difficult to uncover.

If the “disclosure sequence” is the backbone of the structure of the design of a course of learning, then it is important to understand how it arises. This, as I understand it, is the area that Brett McLaughlin is asking about: how much control of the sequence is to be available to whom? This was not addressed in the original article and is certainly an important question, especially in contexts where the learning involves substantial self-direction.

The responses in the comments are already interesting!

There is, of course, a very substantial body of experience, expertise and research on the subject of learning; nevertheless, in the role that I have played in commercial training, it has not been apparent that much of this permeates through to people on the “front line”.

Maybe there is a need for models of learning which are more generally understood and more easily applicable by everyone involved in scoping, developing, delivering and learning from courses in any context.

Maybe more discussion, like this, can play a part.



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