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| Autor/inn/en | Li, Ming-Fen; Reigeluth, Charles M. |
|---|---|
| Titel | Critical Analysis of Instructional Design. |
| Quelle | (1995), (18 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Criticism; Instructional Design; Interest Research; Theories; Theory Practice Relationship |
| Abstract | The discussion of the critical analysis of instructional design is framed within Habermas' three fundamental human interests: technical, practical, and emancipatory. The primary goal of this paper is to explore alternative approaches for instructional designers' reflection and critique. Ultimately, this reflection and critique should shed light on how learning/instruction might be designed. Instead of looking at the comprehensive aspects of instructional design, the focus is on its major theoretical foundations. The general principles of the three interests are summarized based on the theoretical analysis of instructional design. With a deductive approach, implications are drawn from these principles. In order to derive these implications, the following dimensions of instructional design are examined: the knowledge construction process, and the roles of and relationships among resources, learners, teachers, instructional designers, and the client. The relationship between theory and practice, and the social, cultural, and political context and environment of instructional design are also discussed. New perspectives on instructional design include a discussion of: oneness of learning, instruction, and design; transactional roles of learners, teachers, and designers; new perceptions of designers; direct pointing to the problem; and travel across the boundaries. Two tables outline dimensions of Habermas' three fundamental human interests and instructional design with the three interests. (Contains 31 references.) (MAS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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