If educators want to move away from broadcast models of teaching, the obvious questions arises “how are we supposed to teach and how will students learn?”. One particularly valuable benefit of traditional design and teaching models is the creation of a central platform or cohesive view of knowledge in a particular domain. We need some degree of centering in order to gain coherence in a topic. We (mistakenly) assume that if the educator provides that coherence in the form of a course, students will acquire it. But coherence is a personal thing – it’s about how *we* connect information elements and how we use artifacts and narratives to share that coherence.
Instead of a broadcast model, then, we need a model that places coherence making into the hands of learners and into social networks. The information foraging model is one approach to consider – as detailed in this presentation: