TECHNOLOGIZING OF SCHOOL SYSTEMS

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  Standardized competencies

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  System-side assessments and accountability

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  incentivization of funding

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  Regulated processes and methods

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  Alignment of outcomes, assessments, and methods

De-professionalizing the teacher’s role

GLOBAL MARKETPLACE

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  Economies of scale

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  Globally distributed labor pool

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  Disaggregation of products and services

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  Commoditization of instruction

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  Mixing of commerce and education

LEARNER- AND USER-CENTERED PHILOSOPHIES

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  Convenient, anytime/anywhere access

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  Constructivism

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  Field-based and informal learning

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  High-touch connectivit

MOVES TO AUTOMATE INSTRUCTIONAL DESIGN

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  Standardized taxonomies for learning outcomes and instructional strategies

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  Data-driven generation of rule-based instruction

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  More flexible, adaptable authoring tools

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  More modular, re-usable design

RADICAL FORCES INSPIRED BY GLOBAL CONNECTIVITY

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  Web as democratizing, emancipating, empowering force

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  Open source

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  Self-publishing and knowledge sharing

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  Peer-to-peer networking

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  Self-organized learning- and performance-support groups

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  Threats to credentialing, degree-granting institutions

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  Global education as an alternative to a national curriculum

THE DIGITAL SHIFT: ADVANCES IN INFORMATION TECHNOLOGIES

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  Archivability

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  Searchability

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  Replicability

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  Hypertext linkability

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  Communication tools

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  Representation and modeling tools

CHANGING PARADIGMS OF THOUGHT IN INSTRUCTIONAL DESIGN

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  From strategy to activity

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  From individual to social

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  From social to value

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  From multiple scales to integration of scale

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  From linear causality to systemic impact