Trends and Change in the Support of Instructional Design Practice
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Thomas, M. & Xie, K. (2005). Trends and Change in the Support of Instructional Design Practice. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 1632-1634). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19279.
Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
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Table of Contents
The field of instructional design (ID) has, for the past three decades, been dominated by a systems process approach to the design of instructional products and interventions. Recently, instructional systems design (ISD) has come under fire with many in the field calling for a re-evaluation of this time honored approach to design. In this paper, we will outline three major approaches the field of ID has taken in scaffolding instructional design practice: (a) Teaching and applying ISD models, (b) Automated instructional design (AID), and (c) Communities of ID practice. We will argue that this third and most recent approach will likely increase in ubiquity replacing the other two approaches. We will then present our research into communities of ID practice in the form of lesson-plan sites (LPSs) for K-12 instructional design. This research involved the evaluation of 100 LPSs with a view to creating a heuristic to guide the design, use, and maintenance of such resources for supporting ID practice.
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