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Dynamic Learning Communities (DLCs) offer an alternative approach to the traditional Instructional Design (ID) format for learning. This paper outlines the concept of a dynamic learning community as an alternative to teacher-controlled or pre-designed instructional systems. DLCs are groups of people, who form a learning community generally characterized by distributed control, commitment to generation and sharing of new knowledge, flexible and negotiated learning activities, autonomous community members, high levels of interaction, and a shared goal or project. A number of features emerge in DLCs. Positive features include: the capacity to adapt and evolve, creativity and innovation, the crossing of traditional boundaries, the appreciation of diversity and multiple perspectives and member input in diagnosing and addressing groups' learning needs. Short-term inefficiencies and lack of predictability can be serious drawbacks, however. Three scenarios are observed where DLCs are beginning to take root: workplace learning, academic culture, and Internet discussion groups. In observing these groups, seven steps common to the CLC process are identified: (1) articulate the learning need; (2) seek help in a group format; (3) engage in help consultation; (4) assess learning; (5) share the solution with the group; (6) archive for future reference; (7) repeat this process to support learning. Traditional instructional design and DLCs can both lead to learning. (Contains 17 references.) (SWC)

Descriptors: Active Learning, Computer Mediated Communication, Educational Needs, Group Discussion, Group Instruction, Inservice Education, Instructional Design, Instructional Innovation, Interaction, Learner Controlled Instruction, Learning Strategies, Listservs, Personal Autonomy, Student Participation, Student Role, Teaching Methods

Autor: Wilson, Brent; Ryder, Martin

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9537&id=ED397847

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