Emergence and E-Learning Design: From Artificial to Natural Selection

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Kays, Ph.D, E. & Francis, Ph.D, J.B. (2004). Emergence and E-Learning Design: From Artificial to Natural Selection. In J. Nall & R. Robson (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (pp. 1286-1289). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/11506.

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Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2004
Washington, DC, USA
2004
ISBN 1-880094-54-1
  Janice Nall & Robby Robson
AACE

More Information on ELEARN
Table of Contents

Authors

Elena Kays, Ph.D, J. Bruce Francis, Ph.D, Capella University, United States

Abstract

New generations of e-learners bring markedly greater sophistication to their studies. There is question whether traditional instructional design approaches can construct e-learning environments that will not only satisfy current e-learners, but that will truly enhance their learning. Kays (2003) carried out an extensive critique of current instructional design models based on traditional design theory and argued that "Such models may not adapt well to the complexity and non-linearity that the new online environment involves, making it necessary for newer, more responsive models, to be developed" (p. 5). If e-learners are to be adequately served, designs need to be based on principles that can accommodate non-linearity and self-organization. Principles of self-organization and natural selection drawn from the science of emergence might serve as a foundation for new designs. This paper discusses how the theory of emergence can be applied to e-learning to make education more responsive.

Keywords

• Instructional Design

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