Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide


  1. 1. Anti-ID Manifest<br />João Mattar<br />
  2. 2. Table of Contents<br />3-4: History of ID<br />5-6: Definition of ID<br />7-8: Notion of "systems"<br />9-10: Use of models<br />11-12: ID model #1<br />13-14: ID model #2<br />15-16: ID model #3<br />17-18: ID model #4<br />19-20: ID model #5<br />21-22: ID model #6<br />23-24: Constructivism<br />25-26: Empiricism<br />27-28: Behaviorism<br />29-30: Info.Proc.Theory<br />31-32: Relate ID & EdTech<br />33: APA references <br />
  3. 3.
  4. 4. History of ID<br />Instructional design was born committed to the training of troops for war and behaviorism.<br />This history of instructional design is the history of methods of instruction, on the instructor's side, not pedagogical mediation or learning.<br />With the Internet, social networks, games and simulations, traditional models of instructional design are not useful anymore. <br />We need new models, powered by the philosophy of constructivism, digital literacy, games, virtual worlds, mobile devices, and augmented reality-based learning (which are show in the following slides)<br />The image represents the umbilical relationship of ID history to both training and behaviorism.<br />http://www.gordon.army.mil/osja/GRAPHICS/classroom.JPG<br />
  5. 5.
  6. 6. ID Definition<br />Instructional design is the systematic process of planning and producing instructional materials and activities following known principles of learning<br />Instructional Design should not be limited to the design of instruction, but should include mainly the design of learning and learning environments.<br />Instruction Design should develop principles to guide teachers on how to work more freely with his students, constructing knowledge without pre-determined final objectives.<br />Instructional Design should be flexible.<br />The image gives an idea of flexible and free design.<br />http://farm1.static.flickr.com/114/310570706_9a30714a12.jpg<br />
  7. 7.
  8. 8. Systematic<br />Systematic means covering the whole and connecting its different parts.<br />Instructional Design implements a systematic approach to deal with different aspects of instruction like the learner, context, tasks, objectives etc. and facilitate the production of instruction<br />For some authors systematic ISD became simply a checklist for process management, what the picture tries to represent. <br />http://www.granitegrok.com/pix/checklist.jpg<br />
  9. 9.
  10. 10. ID models<br />ID models function as principles for analysis, production and revision of instruction.<br />The models should be chosen according to the context of the project.<br />IDs should know and carry different models in their toolkits, to use and modify depending on the project.<br />ID models might ideally work on the paper, but in practice might become heavy and slow.<br />Traditional ID models are dead.<br />The image represents the idea of a toolkit with doors for different types of projects.<br />http://www.colinthompson.com/graphics/desktops/ldoors.jpg<br />
  11. 11.
  12. 12. Interactive Video-Multimedia Projects <br />Robert E. Bergman & Robert E. Bergman (1990)<br />Managing Interactive Video-Multimedia Projects<br />ID model for videos and multimedia products, with focus on process<br />http://www.amazon.com/Managing-Interactive-Video-Multimedia-Projects-Bergman/dp/0877782091/ref=sr_1_1?ie=UTF8&s=books&qid=1266956132&sr=1-1<br />http://www.interactionmedia.com/img/im_demo.gif<br />
  13. 13.
  14. 14. Technology, Open Learning and Distance Education <br />A. W. Bates (1995)<br />ID model for developing open and distance education, calling the attention to flexibility and interaction<br />http://www.amazon.com/Technology-Learning-Distance-Education-Routledge/dp/0415127998/ref=sr_1_1?ie=UTF8&s=books&qid=1266956350&sr=1-1<br />http://ecx.images-amazon.com/images/I/51NMDY8ZJ9L._BO2,204,203,200_PIsitb-sticker-arrow-click,TopRight,35,-76_AA240_SH20_OU01_.jpg<br />
  15. 15.
  16. 16. Cascade<br />Nieveen (1997)<br />A computer-based EPSS to improve efficiency and quality in the development of curriculum materials<br />http://thesis.lib.ncu.edu.tw/ETD-db/ETD-search/view_etd?URN=88542011<br />http://www.risd.k12.nm.us/images/vvschool.jpg<br />
  17. 17.
  18. 18. Introduction to Instructional Development<br />Gentry (1994)<br />ID model focused on development and support<br />http://www.amazon.com/Introduction-Instructional-Development-Process-Technique/dp/0534213782/ref=sr_1_1?ie=UTF8&s=books&qid=1266957900&sr=1-1<br />http://ecx.images-amazon.com/images/I/31O1Gx8oOLL._SL500_AA240_.jpg<br />
  19. 19.
  20. 20. Rapid Collaborative Prototyping<br />Dorsey, Goodrum and Schwen (1997)<br />Collaborative and interactive rapid prototyping, with user participation<br />http://books.google.com.br/books?id=VD6fsTl2jzIC&pg=PA445&lpg=PA445&dq=Dorsey,+Goodrum+and+Schwen+AND+Rapid+collaborative+prototyping+as+an+instructional+development+paradigm&source=bl&ots=LFJe0ZG2OX&sig=OoQGLpB2YpxkwCIWPmhtJ-zKJw8&hl=pt-BR&ei=zz6ES4v-FIWauAec4dnOAg&sa=X&oi=book_result&ct=result&resnum=1&ved=0CAYQ6AEwAA#v=onepage&q=Dorsey%2C%20Goodrum%20and%20Schwen%20AND%20Rapid%20collaborative%20prototyping%20as%20an%20instructional%20development%20paradigm&f=false<br />
  21. 21.
  22. 22. Designing and Improving Courses and Curricula in Higher Education<br />Diamong (1989)<br />ID model focused on higher education and classroom<br />http://www.amazon.com/Designing-Improving-Courses-Curricula-Education/dp/1555421296/ref=sr_1_1?ie=UTF8&s=books&qid=1266958134&sr=1-1-spell<br />http://jbyun.com/isd/isd_Models/images/diamond.png<br />
  23. 23.
  24. 24. Constructivism<br />Knowledge is actively constructed by the learner in his contact with other learners and the context<br />Piaget and Vygostky are two important names in the history of constructivism<br />Radical constructivism considers inadequate to propose learning objectives<br />The image represents the construction of knowledge to different directions, in a sense that learning objectives were not pre-defined<br />http://2.bp.blogspot.com/_Be5EvAsQf5k/SbU_DrWQXrI/AAAAAAAAM9Y/gWDurqEVFCs/s320/ScreenShot001.jpg<br />
  25. 25.
  26. 26. Empiricism<br />Our knowledge is based on our senses and experience<br />Genuine Knowledge is a posteriori<br />English philosophers Locke, Berkeley and Hume are the most important empiricists in the history of philosophy<br />The image represents our 5 senses<br />http://ladyfi.files.wordpress.com/2008/09/five-senses_vmo0128.jpg<br />
  27. 27.
  28. 28. Behaviorism<br />Behaviorism is based on the idea that behavior might be predicted and controlled<br />Skinner is its most important representative<br />Some authors believe that the practice of formulating explicit learning objectives is sourced on behaviorism, what is registered in the expression behavioral objectives<br />The rat is the obvious metaphor of behaviorism<br />http://content.answers.com/main/content/img/oxford/Oxford_Mind/0198162246.skinner-box.1.jpg<br />
  29. 29.
  30. 30. Information Processing Theories<br />Learning is seen through transformation of information<br />The flow of information involves receptors, sensory register, working memory, long-term memory, retrieval and response<br />Cognitive psychology is provoking changes in ID<br />In an Internet scenario, is really transfer of information to long-term memory the main objective of information processing? Should learning be identified with the deposit of information on the long-term memory when open content is available freely on the Net? Memorizing does not seem to be an essential skill for the 21st century learner. Isn´t an ID based on that outdated? The image represents what Paulo Freire calls banking education, which deals with the deposit of content in the leaner's head.<br />http://www.planetaeducacao.com.br/portal/imagens/artigos/editorial/Tarefasescolares01.jpg<br />
  31. 31.
  32. 32. ID & Educational Technology<br />A flexible ID can help both teachers to design learning and learners to enhance learning with technology.<br />IDs can work as guides in the use of technology in education and the facilitation of learning.<br />Duck is an animal that does many things: flies, walks and swims, but does not do anything well. A duck project would be one in which a teacher would do everything by himself.<br />If the focus of ID is merely the production of instruction, the teacher becomes a robot. I’d rather then be a duck than a robot.<br />http://blog.joaomattar.com/2007/09/23/antes-pato-que-gato-sapato/<br />
  33. 33. References<br />ARIAS, Sonia & CLARK, Kevin A. (2004). Instructional Technologies in Developing Countries: A Contextual Analysis Approach. TechTrends, Volume 48, Number 4, July 2004, p. 52-55, 70.<br />GORDON, Jack & ZEMKE, Ron. (2000). The attack on ISD. Training Magazine, 37(4), April 2000, p. 42-53.<br />MOLENDA, Michael. In Search of the Elusive ADDIE Model. [Published in slightly amended form in Performance Improvement, May/June 2003]. Retrieved from http://www.indiana.edu/~molpage/In%20Search%20of%20Elusive%20ADDIE.pdf<br />REISER, Robert A. (2001). A History of Instructional Design and Technology: Part II: A History of Instructional Design. ETR&D, Vol. 49, No. 2, 2001, pp. 57–67.<br />SMITH, Patricia L. & RAGAN, Tilman J. (2005). Instructional design. 3rd ed. Hiboken, NJ: John Wiley & Sons.<br />ZEMKE, Ron & ALLISON, Rossett. (2007). A hard look at ISD. Training Magazine, 39(2), February 2002, p. 27-33.<br />