Learning ecologies

George Siemens writes well on the need to move from designing instruction to designing learning ecologies:

What does this "learning ecology" look like? First, it holds "content" in a manner similar to courses, but the content is not confined and pre-selected by the designer. Instead, the ecology fosters connections to original and knowledge sources, allowing for "currency" (up to date). The ecology fosters rich interaction between disparate fields of information, allowing growth and adaptation of ideas and concepts (i.e. "the verge"). Each participant in the ecology pursues his/her own objectives, but within the organized domain of the knowledge of a particular field (after all, some form of learner competence should emerge as a result of existing in the ecology). Nodes (content and people) and connections are the basic elements of a network. An ecology should permit these networks to develop and flourish without hindrance.

This is pretty much what I have been writing about. He focuses on electronic tools, such as RSS feeds, blogs, wikis, and so on, to foster collaboration and interaction, key processes in any living ecology. The pursuing one's own objectives within a particular domain (depending on how wide domain is meant) fits in well with the notion of enabling topdown constraints along the lines of Alicia Juarrero's position on action and intention (see my review of her book posted here on August 22, 2005).