Providing Novice Instructional Designers Real-World Experiences: The PacifiCorp Design and Development Competition
TLRPTIL Volume 49, Number 2, ISSN 8756-3894
According to the International Board of Standards for Training, Performance, and Instruction (ibstpi) new technologies and methods have made instructional design practice more complex and sophisticated today than it was in the early years of the field (Richey et al., 2001). The authors of the 2000 ibstpi instructional design standards claimed that, more than ever before, instructional designers need to be able to customize traditional instructional design models to accommodate the ambiguities and idiosyncrasies of complex, "real world" situations. Winn (1997) agreed and noted further that the increasing demands of instructional design practice require supplying novice instructional designers with experiences that better convey the communication, negotiation and project management skills needed to approach instructional design problems successfully (see also Dick et al., 2001; Tessmer & Wedman, 1995). Bannan-Ritland (2001) argued that, even when instructors integrate project-based approaches into their syllabi, the constraints of the typical 3-credit college course may limit these experiences too severely for them to be truly representative of what new professionals will face in their first real instructional design assignments.
Bishop, M., Schuch, D., Spector, J.M. & Tracey, M.W. (2005). Providing Novice Instructional Designers Real-World Experiences: The PacifiCorp Design and Development Competition. TechTrends: Linking Research and Practice to Improve Learning, 49(2), 20-21.