The Internet and its communication and informational resources are wonderful examples of where we should shift our rigid instructional design paradigms and begin to think about these resources as cognitive tools.
One example is the MUSE (Multi-User Simulation Environment) that is now being used as a learning environment in progressive schools. Elementary school students in Phoenix, Arizona, have been using the MUSE (MariMUSE) for the past year in a partnership with Phoenix College. The preliminary data is both fascinating and interesting. Naturally, skeptics want to know that the kids are learningÑafter all play is not worthwhile. We as instructional designers look initially to reading and writing skills. But, are our blinders on to other possibilities that fit in with this learning environment as a cognitive tool where students are learning and constructing knowledge structures that we are not even close to imagining? For example, recent interviews with students who have been using this learning environment for the past year, revealed these most interesting comments:
"On the MUSE I learned that you do not have to be mean to have a friend."
"On the MUSE I see what a person is like on the inside, not on the outside."
"On the MUSE I can create things that I can never have."
"On the MUSE I learn to respect others."
Teaching. Learning. For those of us raised on learning objectives and learning outcomes, it is difficult not to think learning in the traditional sense. However, as we begin to explore the Internet and all its resources, I believe that we should consider new learning environments and cognitive tools. How do we begin to measure what students are learning? Do we always know best? What is learning?????