The New ISD: Applying Cognitive Strategies to Instructional Design
by Ruth Colvin Clark
Some claim that Instructional Systems Design (ISD) is irrelevant or passé. Rather than dismiss the ISD process as obsolete, I propose that the ISD process is
more relevant than ever to support the performance of knowledge workers and the requirements of web-based training. Cognitive models of instruction provide
us with new research and new models to populate the traditional ISD boxes. These include:
- Cognitive task analysis as a new technique to identify the mental models that underlie expert decisionmaking and behaviors
- New design architectures such as guided discovery and exploratory, which reflect the constructive assumptions of learning of cognitive instructional models.
- A wealth of new instructional methods proven to accelerate learning by managing load in working memory, encouraging building of mental models in long-term
memory, promoting retrieval of new knowledge and skills from long-term memory, and support of metacognitive skills in learners
ISD—Faster, Better, Easier
by Darryl L. Sink
This article is about the practice of ISD as it exists in the real world today and how it is being modified and used to produce training solutions that are faster,
better, and easier. Several areas of ISD are presented to illustrate how ISD has been adapted to meet real-world constraints and how it is best used with current
delivery technologies, specifically web-based training. The article provides suggestions relating to some of the more important parts of the ISD process. The
areas include needs assessment/analysis, content analysis, design strategies, try-out and revision strategies, and project management. General suggestions are
given in each area, including a brief introduction, and followed by descriptions of useful techniques and practices that have emerged over time from the
combination of research and the continuous striving by practitioners to find better/faster/easier ways to develop effective training interventions. Finally, concluding
remarks and suggestions on the use of ISD in the field are provided.
Designing for the ISD Life Cycle
by Guy W. Wallace, Peter R. Hybert, Kelly R. Smith, and Brian D. Blecke
In this article, we outline the recent criticisms of traditional ISD and discuss those and others and the implications that impact the life cycle costs of T&D
products and therefore their ROI potential. Then we describe our modified approach to ISD, which mimics the modular approach of "systems engineering
design."
Learning Objects and ISD
by Chuck Barritt
Starting with a need to develop performance solutions based on learning object (LO), this article presents many aspects of the traditional instructional systems
design (ISD) process that may change when moving a learning object strategy. To illustrate these changes, a traditional ISD process is compared to a process
that has been customized to fit the design, development, implementation, and evaluation of learning objects, regardless of how they are used as a performance
solution. This process is based largely on the author's experience over the last three years of implementing LOs at Cisco Systems; however, the list of what
changes and what will remain the same will depend on your ISD process and business goals for implementing learning objects.
Performance-Based ISD: 10 Steps to Complex Learning
by Jeroen J.G. van Merriënboer and Marcel B.M. de Croock
The aim of this article is to provide a brief description of the four-component instructional design model (for short, 4C/ID model; van Merriënboer, 1997), which
is a research-based and comprehensive instructional design model for complex learning. First, a brief sketch of the history of the model is given. Second, its four
blueprint components are described, namely (1) learning tasks; (2) supportive information; (3) just-in-time information, and (4) part-task practice. Third, the
4C/ID methodology is described in ten steps to complex learning. The article concludes with some general conclusions and directions for further research.
A Pebble-in-the-Pond Model for Instructional Design
by M. David Merrill
There has been much criticism of the ISD process in recent months and a debate as to whether this model is still appropriate for instructional design and
development. The author has recently been investigating first principles of instruction, those prescriptions for instructional effectiveness that are almost always true
regardless of theoretical orientation, instructional delivery system, or instructional architecture. This article summarizes these first principles of instruction and then
presents a somewhat revised approach to instructional development that has been found to be most effective in overcoming the recent criticisms of traditional
ISD, while at the same time implementing these first principles of instruction. The article describes, illustrates and presents data on the effectiveness of this
Pebble-in-the-Pond model for instructional development.
Performance-Based Instructional Design for E-Learning
by Brenda Sugrue
This article outlines what should be done before and during the analysis and design stages of the ADDIE (analysis, design, development, implementation, and
evaluation) instructional systems design/development (ISD) process to increase the alignment of e-learning content with performance. Strategies for greater
alignment of ISD processes with tools and systems for content development and delivery are also presented. A system for developing and delivering case-based
e-learning is used to illustrate the approach.
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