Alternative ID Models (Readings)

This week, I have three readings.

The first is one that I have actually already read for another class. It is called A General Set of Procedures for Constructivist Instructional Design: The New R2D2 Model. It is by Jerry Willis and Kristen Egeland Wright. It appears in a journal called Educational Technology.

1. Explain the principles of recursion, reflection, and participation.

The principle recursion refers to the idea that many things can be addressed at one time within the stages of the process. At that suggestion, there are not really stages because so many things are happening at the same time. Reflection refers to checking constantly for quality and consistency with the goals and aims. This means that at any time the process can be corrected. I believe participation is referred to as being the quality of the team-based nature of the ID development.

2. What are the central tenants of traditional ID that Willis and Wright argue against with constructivist ID?

It argues pretty heavily against the linearity and "set in stone" nature of traditional ID. Beyond that, I think it was more discussed in the previous article about R2D2.

3. According to the authors, what is the difference between procedures and guidelines?

Guidelines are more suggestions of what to do and how to think whereas procedures are thought of as being indicative of linearity and have to be followed. This article puts this in the section titled "procedures" but they make it evident that they really mean "guidelines".

4. What actions/activities make up the three focal points of R2D2?

In define, there are 4 actions that are listed. These are define focus, create and support participatory team, create progressive problem solution, and develop phronesis or contextual understanding. Under Design and Develop, there are 3 actions listed. These are select development environment, conduct cooperative inquiry, and design and develop product. Under Dissemination, there are 4 actions listed. These are conduct summative evaluation, create final package, diffuse, and adopt.

The second is titled What Can We Learn from Chaos Theory?: An Alternative Approach to Instructional Systems Design. It is by Yeongmahn You and is from a journal called Educational Technology Research and Development.

1. What does the author mean by "goodness of fit"?

In this sense, the author is referring to a goodness of fit between chaos theory and instructional design. The goal is to identify them with each other in terms of allied root disciplines and to show how they translate into the other.

2. Explain the key elements of Chaos Theory.

There are three key elements of Chaos Theory: sensitive dependence on initial conditions, fractals, and strange attractors. The idea behind sensitive dependence on initial conditions is that the slightest fluctuation or difference in one part can disproportionally effect other parts of the system. Fractals are geometric constructs that are irregular throughout with the same degree of irregularity on every scale. Strange attractors are elements that pull systems into unpredictable results.

3. Compare and contrast key assumptions of traditional ISD with dynamic non-linear systems.

Traditional ISD follows an inflexible, linear path while non-linear systems are more flexible, not following a given path in order to allow for unpredictable elements. Traditional ISD assumes that learning is predictable and can be controlled with manageable pieces while non-linear systems assumes it is impossible to control and predict a reaction. Traditional ISD considers learning and learners as a closed system where non-linear systems view them as open systems. Traditional ISD relies on a negative feedback loop in order to correct itself where non-linear systems rely on positive feedback in order to keep developing. 

4. Describe how the author applies the key elements of Chaos Theory to ISD.

The elements of chaos eliminate the need for objectives and focuses instead on whole tasks with objectives emerging as further work is done. Design then becomes more about building learning environments. It also encourages looking at evaluation in an entirely new way since it is more about goals that individuals set for themselves.

The third and final reading is another reading that I have looked at in another class. This reading is titled Rapid Prototyping: An Alternative Instructional Design Strategy and is by Steven D. Tripp and Barbara Bichelmeyer. It is also from the journal called Educational Technology Research and Development.

1. Explain the key features of the design highlighted by the author.

The features that rapid prototyping, specifically as software design, exhibits are usage and testing of prototypes. This means that while the designers are planning, they also create and test a prototype of that plan or product to inform their further decisions.

2. What is rapid prototyping and what are its key components?

Officially, rapid prototyping is defined as system development methodology based on building and using a model of a system for designing, implementing, testing, and installing the system. The key components include , when applied to software design: determining feasibility, studying the present system, defining the prototype, building the prototype, exercising the prototype, converting, and installing. Many of these components occur at the same time within the process.

3. How do the key components of rapid prototyping apply to ID?

The ideas of creating computer programs and creating instructional designs is outlined to be similar and therefore helpful. Some of the same measures can be taken to greatly aid in the ID process. Taking the process and translating it into instructional design changes the components to the following: assess needs and analyze content, set objectives, construct prototype (design), construct prototype (research), and install and maintain system. Again, many of these components occur at the same time.

4. What ID problems does rapid prototyping address that traditional ISD does not?

It addresses the idea that complex situations exist, primarily. Regular patterns for ISD do not work in every situation and this is one of the models that try to address that. 

5. What is the paradigm shift that rapid prototyping offers ID?

It offers a paradigm shift in how design takes place and how instructional designers can synthesize learning environments.