Instructional Design Models for Emerging Technologies
Marilyn J. Heath, University of Houston
Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-28-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Over the past two decades educational course designers have used a cognitive or a systems approach for designing and developing courses. But course developers are now finding that the traditional systems approach to instructional design is not compatible with the concept of flexible learning required for distance education and online learning. Consequently, the systems approach is being challenged by constructivist theories and models which recognize that social context, roles and relationships are central to learning (Jones, Kirkup, & Kirkwood, 1993). Non-linear development models also recognize that learning is dynamic and unpredictable and that learners can and do make their own decisions about learning tasks (Thorpe, 1995).
Heath, M.J. (1998). Instructional Design Models for Emerging Technologies. In S. McNeil, J. Price, S. Boger-Mehall, B. Robin & J. Willis (Eds.), Proceedings of SITE 1998--Society for Information Technology & Teacher Education International Conference (pp. 459-462). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).