Static and Dynamic Environments

Abstract

The framework for the implementation of effective instruction depends upon three areas of competence: educational foundations, methodology, and process. Traditional methodologies have tried to accommodate both foundations (theory) and process. A serious problem arises in trying to apply static methodologies to dynamic environments. To emphasis this point, we look at lessons learned by instructional designers in the development of one class of technology-supported learning: computer-based training (CBT). Lessons learned cover the ‘how’, the ‘what’, the ‘who’ and the ‘why’ of CBT development and delivery. The point of this report of lessons learned is to describe conditions that were not considered in traditional methodologies that were associated with sub-optimal outcomes as a basis for our conclusion that static processes were applied to dynamic environments. The result is an ambiguity of methodologies that suggests a need to develop and establish a more dynamic methodology that reflects both the dynamics of learning processes as well as the dynamics of development processes. When these dynamics inform planning and implementation processes, the outcome is likely to be more effective learning.