Theory, science, and technology
Reigeluth [1] takes the position that the field of instructional design is in need of a paradigm shift. He says industrial-revolution-inspired educational practices have lingered into modern times, but have little relevance for modern needs. The fact that education systems have changed little since his chapter was published seems to indicate there may still be a need for change.
Reigeluth's call is to move from a "Sage on the Stage" approach to a "Guide on the Side" approach to instruction. That is, instruction should be tailored to the needs of the individual learner. The information age demands workers with adaptive and creative skills, Reigeluth asserts. Workers need to be able to deal with complexity and change, rather than fill a specific task-oriented role. Thus, the instruction model of a teacher simultaneously instructing a mass of students with the same material is outdated. Reigeluth says learners should be able to advance at their own pace, with guidance that matches their learning needs and ability.
The instructional designer's problem, then, should be to seek ways to facilitate that shift -- to theorize about ways to make instruction more effective under a new paradigm of instruction. Reigeluth cites Pogrow, who called for less philosophical and preachy theorizing. Reigeluth suggests that what Pogrow is suggesting is the need for more instructional theory -- theory that is immediately practical and useful to the practitioner. Instructional designer isn't concerned with the learning content, per se. It almost takes for granted that learning will happen as long as the material or concepts to be learned are delivered right. So, Reigeluth's call seems to be one for innovative techniques for delivery of an instructional experience.
But, institutions are hard to break down. Today's enmeshed educational world will likely demand some evidence of significant monetary outcome (or other equally tangible result) to broker lasting and universal change to the system. Resolution of the issue may require looking to wholesale societal assumptions and behaviors. Perhaps there is something deeper than simple instructional strategies. It's something to watch ... and something exciting to be a part of.
[1] Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 5-29). Hillsdale, NJ: Lawrence Erlbaum.
Reigeluth's call is to move from a "Sage on the Stage" approach to a "Guide on the Side" approach to instruction. That is, instruction should be tailored to the needs of the individual learner. The information age demands workers with adaptive and creative skills, Reigeluth asserts. Workers need to be able to deal with complexity and change, rather than fill a specific task-oriented role. Thus, the instruction model of a teacher simultaneously instructing a mass of students with the same material is outdated. Reigeluth says learners should be able to advance at their own pace, with guidance that matches their learning needs and ability.
The instructional designer's problem, then, should be to seek ways to facilitate that shift -- to theorize about ways to make instruction more effective under a new paradigm of instruction. Reigeluth cites Pogrow, who called for less philosophical and preachy theorizing. Reigeluth suggests that what Pogrow is suggesting is the need for more instructional theory -- theory that is immediately practical and useful to the practitioner. Instructional designer isn't concerned with the learning content, per se. It almost takes for granted that learning will happen as long as the material or concepts to be learned are delivered right. So, Reigeluth's call seems to be one for innovative techniques for delivery of an instructional experience.
But, institutions are hard to break down. Today's enmeshed educational world will likely demand some evidence of significant monetary outcome (or other equally tangible result) to broker lasting and universal change to the system. Resolution of the issue may require looking to wholesale societal assumptions and behaviors. Perhaps there is something deeper than simple instructional strategies. It's something to watch ... and something exciting to be a part of.
[1] Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 5-29). Hillsdale, NJ: Lawrence Erlbaum.
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