Alternative Times Call for Alternative Measures

Instructional Design

After quite a bit of reading and rereading I feel that I am starting to understand the premise of instructional design and more importantly, starting to comprehend the lingo. I had no idea the complexity of what goes into designing instruction. I also had no idea there were so many different models and systems that have been created to aid in this process. I will start off this post by defining my own understanding of Instructional Design and then give definitions from a few of this weeks readings.

Instructional Design is also known as Instructional Systems Design (ISD). It is the process of designing instruction for the purpose of acquiring knowledge. It is a practice like any other design area, but it involves the learning process. To me, instructional design is to learning as architecture is to building.

The instructional design process has a long history. It began as far back as the 1940's when they were designing training manuals for World War II. Like any process it has seen lots of change and transformation. With 70 years of instructional design there are lots of examples and transformations that are available. There is lots of controversy with using models that take the traditional approaches that were created back when life was much more linear. As technology becomes more readily available the process will only need to become more flexible.

Challenging the Assumptions of Traditional Instructional Design

C. Hargrave. Instructional Design Basics PPT. 6/24/2013

The transformations with instructional design are necessary because of the change in learning styles. The traditional models may have been successful before using step by step processes and linear approaches to design, but with technologies emerging knowledge is more accessible than ever before. This shift in the acquisition process demands a change in the design model. In "A Hard Look at Instructional Design", it is clear that those transformational conversations are being held. The article discusses the heuristic and algorithmic approaches to learning. This is at its base, the argument for challenging traditional instructional design.

Heuristic- Enabling a person to discover or learn something for themselves: a hands-on or interactive approach to learning.

Nonlinear- Not linear, straightforward, or sequential. Random.

Algorithmic- A process or set of rules to be followed in calculations or other problem-solving operations.

Linear- Arranged in or extending along a straight or nearly straight line. Following steps, sequential. T

The diagram above shows the Traditional Waterfall Model alongside the modified version. I think that this shows the transformation that has occurred from linear to nonlinear. Traditionally the steps were followed in sequential order and if any steps were skipped you would not be able to continue the process of design. The modified version makes it easier to be flexible and make changes as needed.

Alternative Instructional Design Models

We looked at three different alternative instructional design models. With the rise of the internet and technology tools there was a demand for alternative models that make it possible to design realistic and personal learning experiences using these e-tools. Each of these models are very different in content, but they all align to similar principles. They are nonlinear, flexible, and dynamic. They are processes that allow the instructional designer to be open to challenges and changes. They are able to make modifications as needed, in order to create a continued learning journey instead of and ending.

Chaos Theory- Is the idea that there is order in chaos. It is originally a scientific and mathematical theory that can be applied to social science. The model calls for nonlinear, open system, positive feedback loops, and Indeterministic unpredictability. These are the key concepts to this alternative model. They are all dynamic and flexible.

R2D2- Reflective, Recursive Design, and Development. There are no obvious starting and ending points. The model is not a process it is more of a guide to help with the journey. It calls for the now and expects the user to experiment with design and modify as needed.

Rapid Prototyping- This model calls for designing instruction as a whole and then fixing parts that need alterations. It allows you to find the successful learning styles and modify accordingly without recreating the entire instruction.