David Jennings has started various discussions on what he has termed “agile learning” – worth starting from here – which appears in part as technology enabled self-directed learning (or autodidacticism if you must) and framing learning in part perhaps as the assembling of various information resources. As David points out, this aligns to the work of others (Jay Cross, George Siemens’ Connectivism and Jane Harts promotion of social learning spring to mind) all pointing to networked learning environments as dynamic, interactional, personalised and loosely coupled assemblages of resources, objects and intermediaries using the internet as the learning platform.

From my perspective a key point of interest here concerns the integration of such an approach to the world of work where non-pedagogic tools used in non-pedagogic contexts (at least not intentionally pedagogic) generate learning outcomes. Are their limits to the sort of learning innovations that may emerge and if so, in what form do these constraints arise and how might they be overcome.

Also, how will the institutional dynamics play out. As has been pointed out, institutions have a tendency towards ‘bending’ the potential of innovations to the institutional agenda (see here – pdf paper) and the commercial potential for generating appropriate ‘products’ that are agile enough but also institutionally friendly is increasingly being recognised (see here on the VC investment in ConnectYard or this start-up based in Norway).