Abstract
This chapter defines a non-traditional view of the structure of instructional designs that holds implications for the practice of instructional designing: what we call a theory of design layering. We discuss designing in many fields as a backdrop against which we examine this theoretical view of instructional design. We describe our design approach briefly as a set of propositions. Finally we examine the implications of the design layering approach for everyday design practice and the relation of instructional theories to instructional design.
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Gibbons, A.S., Rogers, P.C. (2009). Coming at Design from a Different Angle: Functional Design. In: Moller, L., Huett, J., Harvey, D. (eds) Learning and Instructional Technologies for the 21st Century. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09667-4_2
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DOI: https://doi.org/10.1007/978-0-387-09667-4_2
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