Instructional Design as a Process.
Instructional Design as a Discipline.
Instructional Design as a Science.
Instructional Design as Reality.
Instructional Technology = Instructional Design + Instructional Development
Habits #1, #2 & #3
14 years ago
CONSTRUCTIVISM AND EDUCATIONAL TECHNOLOGY.
ReplyDeleteDuffy and Jonassen's (1991) piece is written from the educational technology perspective, and indeed the task of devising instructional paradigms for the information age seems a natural one for our field. Two of our traditional strengths address two of the challenges of implementing constructivist learning in practical settings. (a) One strength is our experience in designing independent learning environments, from teaching machines to interactive tutors. If learners are to grapple with raw data in their own way and time in any real sense, then some type of independent learning environment will be necessary. (b) Another strength is our techniques for knowledge engineering, or quizzing experts for what they know and how they think in order to communicate this information to others. If learners are to be modeled as experts in any real sense, then detailed accounts of what many types of experts know and do will be necessary.
Not surprisingly, many educational technologists have shown enthusiasm for constructivism, some even likening their discovery of it to a "conversion" (Bednar et al., 1991, p. 91). Bednar and her colleagues argue that constructivism highlights what was always best in the educational technology approach and can serve as its new theoretical center, providing an alternative to both the waning transmission-based instructional systems technology model and an emerging atheoretical eclecticism. The excitement of re-grounding the field in constructivism comes through in passages such as the following:
The overarching goal of [the constructivist] approach is to move the learner into thinking in the knowledge domain as an expert user of that domain might think. Hence, [instructional] designers operating under these assumptions must identify the variety of expert users and the tasks they do. For example, our goal should not be to teach students geography principles or geography facts, but to teach students to use the domain of geographic information as a geographer, navigator, cartographer, etc. might do. (Bednar et al., 1991, p. 93)
BEHAVIOURISM CONCEPT
ReplyDeleteGive me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select -- doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors.
--John Watson, Behaviorism, 1930