Challenging the Assumptions of Traditional ID

For the first week of October I have comment on the following readings:

1.   -       Chapter 2 – “What is Instructional Design?” by Kent Gustafson and Robert Branch from the University of Georgia.  This reading explains the definition of Instructional Design and the main features of Instructional Design Process.  ID is a systematic process that is employed to develop education and training programs. 

2.      

       -   “A Recursive, Reflective Instructional Design Model Based on Constructivist-Interpretivist Theory” by Jerry Willis.  I find this article a bit more complicated to read, but it talks about the different theories and many aspects of behavioral ID models.  Explains that even though there are many instructional design models, but the majority of them come from the behavioral, objectivist-rational tradition rather that the constructivist-interpretivist tradition. 

3.      

       -   “The Maturing of Constructivist Instructional Design:  Some Basic Principles that can Guide Practice” by Jerry Willis.  This is basically a continuation of the article in point two.  It explains some more ID models and gives three Flexible Guidelines to ID:  A) Recursive (iterative), non-linear Design – most ID models are assumed that linear approach is best.  B) Many ID models were designed to do the steps in order, but are not an absolute requirement.  C) Participatory Design – a new approach towards computer systems design in which the people destined to use the system play a critical role in designing it”.

4.      

       -   “Translating Constructivism into Instructional Design:  Potential and Limitation” by Yiasemina Karagiorgi and Loizos Symeou.  This article talks about how fast instructional design is changing and focuses in “constructivism” which is the theory most use during the last decade.  This theory has its roots in philosophy, psychology and cybernetics and pretends to describe how people know the world.