1. Shifting Perspective
of Instructional
Design
By: Andrea Wingett

2. ISD
• Moving away from ISD allows for more flexible models
• There is no such thing as a “generic learner”
• In ISD there is little room to personalize the learning
• In ISD
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Evaluation is determined before grading
Criteria is defined
Objectives are matched
Reduces subjective grading

3. Flexible Design Model
• Design for understanding
• Design for problem based learning

4. Open Learning
Environment
• Goal:

Divergent thinking and multiple perspectives encouraged
• Values
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Personal inquiry
Divergent thinking
Multiple perspectives
Self directed learning
Individualized
Hands on
Realistic
Access to tools and resources

5. Enabling Context
• Externally Imposed:
 Context specifies specific problem and/or performance needs,
but means to pursue solutions are at learners discretion
• Externally Induced
 Prompt generates problems to be solved that establishes unique
learning needs
• Individually Generated
 Personal interests, issues, concerns and problems establish
unique learning needs

6. Need to provide Tools
• Processing Tools:
 Facilitate cognitive processing tasks (seeking, collecting,
organizing, integrating, generating)
• Manipulation Tools:
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Test validity of beliefs and theories
Microworlds
Simulations
Spreadsheets
• Communication Tools:
 Support/initiate exchanges among learner
 Synchronous: IM, chat, SKYPE
 Asynchronous: Email, discussion groups

7. Scaffolds
• Process through which learning efforts are supported while engaging in
open learning environments
• Conceptual Scaffolding:
 Guides learner in what to consider when problem task is defined
• Strategic Scaffolding
 Guides in analyzing and approaching learning task and problem
• Metacognitive Scaffolding:
 Guides learner in how to think during learning
• Procedural Scaffolding:
 Guides learner in how to utilize open learning environment features and
provides appropriate ongoing help

8. Constructivist Learning
Theory
• Goal: To foster problem solving and
conceptual development intended for illdefined or ill-structured learning tasks/problem
• Values:
 Learning driven by ill-defined/ill-structured problem
 Learner owns problem
 Consists of experiences which facilitate knowledge construction
 Active
 Authentic

9. Methods for CLE
1.
Select appropriate problem
2. Provide related cases or work examples to enable
case based reasoning and enhance cognitive
flexibility
3. Provide selectable information just-in-time
4. Provide cognitive tools that scaffold required skills
5. Provide conversational and collaboration tools
6. Provide social context support for learning
environment