The document discusses shifting perspectives in instructional design away from traditional instructional systems design (ISD) models towards more flexible models. It describes some limitations of ISD, including that there is no generic learner and little room for personalization. It then outlines characteristics of a flexible design model, open learning environments, enabling contexts for learning, and the need to provide various tools to support problem solving, communication, and cognitive processing. It discusses using scaffolds and constructivist learning theory with a goal of fostering problem solving. Finally, it provides some methods for creating a constructivist learning environment.

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