Advertisement

Instructional Design or Design Alchemy?

  • Roderick Sims
Chapter
Part of the Educational Communications and Technology: Issues and Innovations book series (ECTII, volume 8)

Abstract

 Chapters 3 and  4 focused on the research that led to the emergence of the Design Alchemy framework and the importance of learning theories to the way we practise design. Given this background, this chapter examines how Design Alchemy fits and aligns within instructional design, a practice which has been adopted extensively as a de facto for the design, development and implementation of learning and teaching resources and environments. It is important to note that this chapter is not about instructional design; rather it is a presentation of selected aspects of the instructional design tradition to illustrate the ways in which it informs and aligns with Design Alchemy. To assess this alignment, the chapter introduces the foundations and traditions of instructional design, followed by an examination of three different design models, including an alternative design strategy which presents a link between instructional design and learning design (see  Chap. 6). Despite the extensive use of instructional design, the practice has generated both critique and challenge which are raised in the final section of this chapter. This analysis demonstrates how Design Alchemy aligns with the traditions of instructional design and yet offers an alternative to best meet the needs of contemporary learning and teaching.

Keywords

Instructional Design Knowledge Acquisition Design Practice Knowledge Application Instructional Design Model 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Allen, M. W. (2007). Designing successful e-Learning, Michael Allen’s online learning library: Forget what you know about instructional design and do something interesting. San Francisco, CA: Pfeiffer.Google Scholar
  2. Barrett, T., & Moore, S. (2010). New approaches to problem-based learning: Revitalising your practice in higher education. New York: Routledge.Google Scholar
  3. Biggs, J. (2003). Teaching for quality learning at university (2nd ed.). Buckingham: Open University Press.Google Scholar
  4. Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. Maidenhead: McGraw-Hill and Open University Press.Google Scholar
  5. Conole, G. (2013). Designing for learning in an open world (Explorations of the learning sciences, instructional systems and performance technologies, Vol. 4). New York: Springer.CrossRefGoogle Scholar
  6. Cross, N. (2006). Designerly ways of knowing. London: Springer.Google Scholar
  7. Dick, W., & Carey, L. (1996). The systematic design of instruction (4th ed.). New York: Harper Collins.Google Scholar
  8. Falconer, I., & Littlejohn, A. (2008). Representing models of practice. In L. Lockyer, S. Bennet, S. Agostinho, & B. Harper (Eds.), Handbook of research on learning design and learning objects. Hershey, PA: Idea Group.Google Scholar
  9. Gagné, R. M. (1965). The conditions of learning. New York: Holt, Rinehart and Winston.Google Scholar
  10. Gordon, J., & Zemke, R. (2000, April). The attack on ISD. Training, 37, 43–53.Google Scholar
  11. Kuhlkmann, T. (2013, September 17). Do you really need an instructional design degree?. Available from http://www.articulate.com/rapid-elearning/do-you-really-need-an-instructional-design-degree/. Accessed October 8, 2013.
  12. Merrill, M. D., Drake, L., Lacy, M. J., Pratt, J., & The ID2 Research Group Utah State University. (1996). Reclaiming instructional design. Educational Technology, 36(5), 5–7.Google Scholar
  13. Merrill, M. D. (2002). First principles of instruction. Educational Technology, Research and Development, 50(3), 43–59.CrossRefGoogle Scholar
  14. Merrill, M. D. (2012). First principles of instruction. San Francisco, CA: Pfeiffer.Google Scholar
  15. Moore, C. (2008, May 12). Be an elearning action hero. Available from http://blog.cathy-moore.com/. Accessed October 8, 2013.
  16. Pregent, R. (1994). Charting your course: How to prepare to teach more effectively. Madison, WI: Magna Publications.Google Scholar
  17. Rees, D. (2010, August 29). Merrill’s pebble-in-the-pond approach to ID. Retrieved from http://instructionaldesignfusions.wordpress.com/2010/08/29/merrills-pebble-in-the-pond-approach-to-isd/. Accessed October 8, 2013.
  18. Reigeluth, C. M. (Ed.). (1987). Instructional theories in action: Lessons illustrating selected theories and models. Hillsdake, NJ: Lawrence Erlbaum.Google Scholar
  19. Sims, R., Dobbs, G., & Hand, T. (2002). Enhancing quality in online learning: Scaffolding design and planning through proactive evaluation. Distance Education, 23(2), 135–148.CrossRefGoogle Scholar
  20. van Merriënboer, J. J. G., Clark, R. E., & de Croock, M. B. M. (2002). Blueprints for complex learning: The 4C/ID-model. Educational Technology, Research and Development, 50(2), 39–64.CrossRefGoogle Scholar
  21. Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar

Copyright information

© Springer International Publishing Switzerland 2014

Authors and Affiliations

  • Roderick Sims
    • 1
  1. 1.KnowledgecraftWoodbumAustralia

Personalised recommendations