Abstract

The variety of learning methods, approaches, and technologies, as well as the periodic need to dynamically modify learning organization of several or even one course, require a generalized space of features allowing for effective analysis and management of such diverse systems from some common perspective. Such perspective/vision should avoid switching among various terms, concepts, and even disciplines when moving from one type of learning to another. Ideally, there should be a set of common parameters the gradual changing of which will describe the essence of the full variety of modern ways of organizing learning. The paper proposes a set of such indicators/parameters the gradual modification of which results in gradual or, possibly dramatic, conceptual shifts from one method of organizing learning to another. The existence of such indicators and potential control points allows for the automation of learning organization adaptivity as well as simplifies discussions, analysis, and decision making among learning designers.