How can people with a design mindset be supported actually to come up with learning designs that fit a particular learning situation at hand?
In a one-to-one meeting, a lecturer can find out more about a student's interests and learning needs and recommend a particular learning resource accordingly.
Chatting session can be established between two participants, or within a group, or for a particular learning topic which is bound with a particular learning artifact.
By contrast, highly specified programs are intended to support a particular learning environment with predetermined goals, activities, and resources.
A particular learning resource may or may not address a particular KC so there is only partial overlap among learning resources in covering the KCs.
Learners have the flexibility to alter their learning path, go back to a particular learning point, or simply restart their process.
Designing several sets of much the same material, each tuned to a particular learning style is likely to be very time-consuming, requiring a considerable increase in effort.
Furthermore, they define gestural congruency as the degree of how well a gesture matches a particular learning item (Johnson-Glenberg et al., 2014).
Without careful instructional design this can lead to cognitive overload as the cognitive load exerted by a particular learning activity may exceed the cognitive processing capacity.
The general claim is that the extent to which these characteristics are present will determine whether and to what extent a particular learning environment should be considered smart.
