2. Table of Contents 3-4: History of ID 5-6: Definition of ID 7-8: Notion of "systems" 9-10: Use of models 11-12: ID model #1 13-14: ID model #2 15-16: ID model #3 17-18: ID model #4 19-20: ID model #5 21-22: ID model #6 23-24: Constructivism 25-26: Empiricism 27-28: Behaviorism 29-30: Info.Proc.Theory 31-32: Relate ID & EdTech 33: APA references
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4. History of ID Instructional design was born committed to the training of troops for war and behaviorism. This history of instructional design is the history of methods of instruction, on the instructor's side, not pedagogical mediation or learning. With the Internet, social networks, games and simulations, traditional models of instructional design are not useful anymore. We need new models, powered by the philosophy of constructivism, digital literacy, games, virtual worlds, mobile devices, and augmented reality-based learning (which are show in the following slides) The image represents the umbilical relationship of ID history to both training and behaviorism. http://www.gordon.army.mil/osja/GRAPHICS/classroom.JPG
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6. ID Definition Instructional design is the systematic process of planning and producing instructional materials and activities following known principles of learning Instructional Design should not be limited to the design of instruction, but should include mainly the design of learning and learning environments. Instruction Design should develop principles to guide teachers on how to work more freely with his students, constructing knowledge without pre-determined final objectives. Instructional Design should be flexible. The image gives an idea of flexible and free design. http://farm1.static.flickr.com/114/310570706_9a30714a12.jpg
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8. Systematic Systematic means covering the whole and connecting its different parts. Instructional Design implements a systematic approach to deal with different aspects of instruction like the learner, context, tasks, objectives etc. and facilitate the production of instruction For some authors systematic ISD became simply a checklist for process management, what the picture tries to represent. http://www.granitegrok.com/pix/checklist.jpg
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10. ID models ID models function as principles for analysis, production and revision of instruction. The models should be chosen according to the context of the project. IDs should know and carry different models in their toolkits, to use and modify depending on the project. ID models might ideally work on the paper, but in practice might become heavy and slow. Traditional ID models are dead. The image represents the idea of a toolkit with doors for different types of projects. http://www.colinthompson.com/graphics/desktops/ldoors.jpg
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12. Interactive Video-Multimedia Projects Robert E. Bergman & Robert E. Bergman (1990) Managing Interactive Video-Multimedia Projects ID model for videos and multimedia products, with focus on process http://www.amazon.com/Managing-Interactive-Video-Multimedia-Projects-Bergman/dp/0877782091/ref=sr_1_1?ie=UTF8&s=books&qid=1266956132&sr=1-1 http://www.interactionmedia.com/img/im_demo.gif
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14. Technology, Open Learning and Distance Education A. W. Bates (1995) ID model for developing open and distance education, calling the attention to flexibility and interaction http://www.amazon.com/Technology-Learning-Distance-Education-Routledge/dp/0415127998/ref=sr_1_1?ie=UTF8&s=books&qid=1266956350&sr=1-1 http://ecx.images-amazon.com/images/I/51NMDY8ZJ9L._BO2,204,203,200_PIsitb-sticker-arrow-click,TopRight,35,-76_AA240_SH20_OU01_.jpg
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16. Cascade Nieveen (1997) A computer-based EPSS to improve efficiency and quality in the development of curriculum materials http://thesis.lib.ncu.edu.tw/ETD-db/ETD-search/view_etd?URN=88542011 http://www.risd.k12.nm.us/images/vvschool.jpg
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18. Introduction to Instructional Development Gentry (1994) ID model focused on development and support http://www.amazon.com/Introduction-Instructional-Development-Process-Technique/dp/0534213782/ref=sr_1_1?ie=UTF8&s=books&qid=1266957900&sr=1-1 http://ecx.images-amazon.com/images/I/31O1Gx8oOLL._SL500_AA240_.jpg
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20. Rapid Collaborative Prototyping Dorsey, Goodrum and Schwen (1997) Collaborative and interactive rapid prototyping, with user participation http://books.google.com.br/books?id=VD6fsTl2jzIC&pg=PA445&lpg=PA445&dq=Dorsey,+Goodrum+and+Schwen+AND+Rapid+collaborative+prototyping+as+an+instructional+development+paradigm&source=bl&ots=LFJe0ZG2OX&sig=OoQGLpB2YpxkwCIWPmhtJ-zKJw8&hl=pt-BR&ei=zz6ES4v-FIWauAec4dnOAg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CAYQ6AEwAA#v=onepage&q=Dorsey%2C%20Goodrum%20and%20Schwen%20AND%20Rapid%20collaborative%20prototyping%20as%20an%20instructional%20development%20paradigm&f=false
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22. Designing and Improving Courses and Curricula in Higher Education Diamong (1989) ID model focused on higher education and classroom http://www.amazon.com/Designing-Improving-Courses-Curricula-Education/dp/1555421296/ref=sr_1_1?ie=UTF8&s=books&qid=1266958134&sr=1-1-spell http://jbyun.com/isd/isd_Models/images/diamond.png
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24. Constructivism Knowledge is actively constructed by the learner in his contact with other learners and the context Piaget and Vygostky are two important names in the history of constructivism Radical constructivism considers inadequate to propose learning objectives The image represents the construction of knowledge to different directions, in a sense that learning objectives were not pre-defined http://2.bp.blogspot.com/_Be5EvAsQf5k/SbU_DrWQXrI/AAAAAAAAM9Y/gWDurqEVFCs/s320/ScreenShot001.jpg
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26. Empiricism Our knowledge is based on our senses and experience Genuine Knowledge is a posteriori English philosophers Locke, Berkeley and Hume are the most important empiricists in the history of philosophy The image represents our 5 senses http://ladyfi.files.wordpress.com/2008/09/five-senses_vmo0128.jpg
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28. Behaviorism Behaviorism is based on the idea that behavior might be predicted and controlled Skinner is its most important representative Some authors believe that the practice of formulating explicit learning objectives is sourced on behaviorism, what is registered in the expression behavioral objectives The rat is the obvious metaphor of behaviorism http://content.answers.com/main/content/img/oxford/Oxford_Mind/0198162246.skinner-box.1.jpg
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30. Information Processing Theories Learning is seen through transformation of information The flow of information involves receptors, sensory register, working memory, long-term memory, retrieval and response Cognitive psychology is provoking changes in ID In an Internet scenario, is really transfer of information to long-term memory the main objective of information processing? Should learning be identified with the deposit of information on the long-term memory when open content is available freely on the Net? Memorizing does not seem to be an essential skill for the 21st century learner. Isn´t an ID based on that outdated? The image represents what Paulo Freire calls banking education, which deals with the deposit of content in the leaner's head. http://www.planetaeducacao.com.br/portal/imagens/artigos/editorial/Tarefasescolares01.jpg
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32. ID & Educational Technology A flexible ID can help both teachers to design learning and learners to enhance learning with technology. IDs can work as guides in the use of technology in education and the facilitation of learning. Duck is an animal that does many things: flies, walks and swims, but does not do anything well. A duck project would be one in which a teacher would do everything by himself. If the focus of ID is merely the production of instruction, the teacher becomes a robot. I’d rather then be a duck than a robot. http://blog.joaomattar.com/2007/09/23/antes-pato-que-gato-sapato/
33. References ARIAS, Sonia & CLARK, Kevin A. (2004). Instructional Technologies in Developing Countries: A Contextual Analysis Approach. TechTrends, Volume 48, Number 4, July 2004, p. 52-55, 70. GORDON, Jack & ZEMKE, Ron. (2000). The attack on ISD. Training Magazine, 37(4), April 2000, p. 42-53. MOLENDA, Michael. In Search of the Elusive ADDIE Model. [Published in slightly amended form in Performance Improvement, May/June 2003]. Retrieved from http://www.indiana.edu/~molpage/In%20Search%20of%20Elusive%20ADDIE.pdf REISER, Robert A. (2001). A History of Instructional Design and Technology: Part II: A History of Instructional Design. ETR&D, Vol. 49, No. 2, 2001, pp. 57–67. SMITH, Patricia L. & RAGAN, Tilman J. (2005). Instructional design. 3rd ed. Hiboken, NJ: John Wiley & Sons. ZEMKE, Ron & ALLISON, Rossett. (2007). A hard look at ISD. Training Magazine, 39(2), February 2002, p. 27-33.
