In a learning socially designed course, content is repeated and engaged with on a number of levels. One such level is that the course taker repeats and expands upon course information to others in conversation (over a meal perhaps). Or learning materials are presented at a variety of developmental levels to be shared with the social net.

For example, the adult course taker is asked to review content relevant pictures online (such as images of J. S. Bach in a music course) with their infant, or toddler and familiarize the child with the course content.

In other areas of the course, the members of the immediate social net of the learner are invited to attend synchronous events such as web-conferences. In fact, in the case of older or more advanced social net members, they may decide to complete the course as if they were an “official” student. These kinds of increments of learning course materials can be designed for each level of learner and may be developed by the course instructor(s) and/or the students.

Learning socially concepts are currently being applied to the design of an online human development course at the College of Coastal Georgia and interjected into the learning experience to include the learner’s friends, children, siblings, spouses, workmates, and other standing relationships.

That is, the course is an opportunity for one to learn, all at once, in a thoughtfully designed fashion which integrates family, friends, or other important people. As these ideas are developed within this single course, we call for others to create course design and delivery best practices which facilitate the interaction of a learner’s significant others with course content.

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