Abstract
Although there are numerous models to practive instructional design (ID), few instructional models to teach instructional design have been documented. This article documents a five-year study of two instructors who collaborated on formally studying their teaching of a master's level instructional design course. A reflexive instructional approach was used, in which the teachers examined their teaching while students were being prompted to reflect on their learning of instructional design through a course-long ID project. In this article we summarize our views on learning, teaching, and instructional design. A design and development framework from developmental research (Richey & Nelson, 1996) was used to describe our teaching in terms of the design decisions, model implementation, and model evaluation across six deliveries of the ID course from 1994–1998.
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Shambaugh, N., Magliaro, S. A reflexive model for teaching instructional design. ETR&D 49, 69–92 (2001). https://doi.org/10.1007/BF02504929
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DOI: https://doi.org/10.1007/BF02504929