Thursday, 8 September 2005

Another way of looking at instructional design

by Jay Cross via OLDaily

If you don't have time to read anything else, don't read the rest of this post. Go and read the post itself.

Here are some highlight of the main ideas I resonate well with the article.

They [ADDIE instructional design model] box the design process into steps and deal with them one at a time. There’s no unity, nothing working together here. You finish one step and go on to the next. Like behaviorist psychology, there’s no emotion. People’s feelings count for nothing. It’s as if the workers being trained are robots or zombies. And what about the impact of what’s outside of the flowchart? These models don’t map to reality.


As a landscape designer, my goal is to conceptualize a harmonious, unified, pleasing garden that makes the most of the site at hand. As an enlightened instructional designer, my goal is to create a learning environment that advances the organization’s mission by nurturing the growth of its people.


In a knowledge economy, learning and work are one and the same. Here’s Peter Henschel again, saying “By sheer force of habit, we often substitute training for real learning. Managers often think training leads to learning or, worse, that training is learning. But people do not really learn with classroom models of training that happen episodically. These models are only part of the picture. Asking for more training is definitely not enough—it isn’t even close.”

No comments: