When designing an effective learning environment, professionals encounter various challenges. The first challenge is brought about by the cultural dimension of learning (Dillon, 2010). In this century, there is a trend whereby education is increasingly becoming multicultural in nature. This learning environment that is multi-cultured is sensitive. For instance, it becomes critical for instructional designers to develop skills that are sufficient to deliver instructions that are culturally sensitive. Cultural differences mean that designers lack uniformity in coming up with a tailor-made solution to the problem. To overcome such challenges, there is a need for designers to come up with a universally accepted dimension through which education should be approached.
The second challenge that designers may face is lack of a common language (Dominus, 2010. Learning environments where children and adolescents communicate in a similar language help promote understanding and appreciating each other. However, when the pupils communicate in different languages, it becomes difficult to design a system that will satisfy them all at once. This means that any system that is designed may negatively affect other children at the expense of others. Professionals have always found this situation very tricky and disturbing. To solve this problem, there is need for stakeholders to appreciate a common language. Designers should develop a common language in order to solve the problem.
Several trends are emerging for the future of effective learning environments. Digital delivery is one such trend (Chen, 2010). In this century, books are not the only source through which one can get content. Students and instructors have aligned towards employing online mechanisms to get content. Several sites provide up-to-date information that is relevant in learning. This is unlike the past centuries. Learning environments should be designed in such a manner to reflect such improvement (Chen, 2010). For instance, the designers should incorporate some sites that students can acquire information in the syllabus.
References
Chen, M. (2010). Education nation: Six leading edges of innovation in our schools. San Francisco: Jossey-Bass.
Dillon, S. (2010). Wi-fi turns rowdy bus into rolling study hall. A22-A22.
Dominus, S. (2010). Play-Doh? Calculus? At the Manhattan Free School, anything goes. A23-A23.
Edge 4: The Time/Place Edge: Learning Anytime, Anywhere. (2011). 139-151.
