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Imagining a Science of Instructional Design PROCEEDINGS

, Concordia University, Canada ; , Politecnico di Milano, Italy ; , Macquarie University, Australia ; , Concordia Institute for Information Systems Engineering, Canada

EdMedia: World Conference on Educational Media and Technology, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Instructional design (ID) in its short life has been dominated by behaviorist approaches (e.g. Dick and Carey and ISD models) despite critiques focusing on issues of practice as well as theory. In the past decade, a number of alternative approaches to teaching and practice have grown out of research with a more cognitivist or constructivist flavor. Nonetheless, little research has addressed the questions “What constitutes good instructional design?” “How do we create it?” This panel representing research in varied design domains (software, performance art, industrial products, as well as ID) will describe a growing body of work on design as an intellectual discipline in fields other than instruction, and suggest how new ideas and methods could contribute to the development of a “science of ID”.

Citation

Dicks, D., Garzotto, F., Hedberg, J. & Zeng, Y. (2005). Imagining a Science of Instructional Design. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 960-965). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved November 22, 2017 from .

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