[Fwd: Instructional Design]
Philip Duchastel (duchaste@fcae.acast.nova.edu)
Tue, 18 May 1999 14:32:40 -0400
Date: Tue, 18 May 1999 14:32:40 -0400
From: Philip Duchastel <duchaste@fcae.acast.nova.edu>
Subject: [Fwd: Instructional Design]
--
Philip Duchastel, Ph.D.
http://www.nova.edu/~duchaste
954 / 262-8561 [office]
954 / 202-0230 [home]
attached mail follows:
From: Mark Nichols
Subject: RE: Instructional Design
Date: Tue, 18 May 1999 11:43:42 +1200
Thanks for the reply. I can see the issue a little more clearly now, but I
confess that I will need some convincing that instructional design should be
made a part of information design.
They are, I believe, quite distinct.
You note in your paper that there are "...learning environments that
encourage free interaction with information resources..."
I would be interested in seeing one, to examine the approach used by the
instructor (if any!). These types of learning environments would undoubtably
be the exception to the rule, too. Even if they are not, there should still
be some form of rationale for encouraging students to interact with the
materials in such a way. Are there studies I could review on this approach?
What added value is the teaching institution offering in such cases, apart
from an end certificate? I realise that this is an entirely different issue,
one that I personally don't want to get into... but the question is, is this
kind of approach in the best interests of ALL students? Is it pedagogically
responsible? If yes, then perhaps your call for combining instructional
design as a part of information design is appropriate. If not, we run the
risk of alienating those students who need instruction more than
information.
I found your definition of information design interesting. At the risk of
being pedantic, does "structuring information in artifacts so as to make it
available and optimally useful" mean making it interactive, challenging,
customised to the intended student audience, able to point them to other
resources applicable to their particular learning needs? If so, then perhaps
'information design' is being used to describe a finished, interactive
product; 'instructional design' could perhaps be just as valid a description
for this.
Instead, I see the two as interdependent. Having access to more information
does enable more exploration, but permitting exploration and providing a
structure for are key instructional issues. The changes brought about by the
informational age require new skills - making the need for more development
in the realm of instructional design more pronounced. I believe the two
should be equals, or that information design should be subservient to
instructional design.
I'm a great believer in good old responsible pedagogy. If the information
speaks for itself, and the students are at such a level that they are able
to construct their own meaning, then what you propose makes good sense -
it's responsible pedagogy.
On the other hand, if students require a more "hand-holding" approach, then
you need to take a different tack. The information might be the same, but
the instructional process is different. I believe the instructional design
issue comes first.
Your thoughts please - I'm finding it very beneficial to be challenged in
this way. I consider myself a successful instructional and information
designer, both in traditionally-taught and distance / flexible delivery
courses, who would appreciate comments on this topic.
If you believe that these comments would add to the IFETS forum, please feel
free to add them.
Yours,
Mark Nichols
Marketing and Communications Lecturer
Senior Lecturer, Business Studies
UCOL (Universal College of Learning)
Phone: 06 - 952 7001 ext.7311
http://www.ucol.ac.nz
-----Original Message-----
From: Philip Duchastel [mailto:duchaste@fcae.acast.nova.edu]
Sent: Tuesday, May 18, 1999 5:19 AM
To: Mark Nichols
Subject: Re: Instructional Design
Mark Nichols wrote:
>
> practice. As a lecturer, my role is to highlight key ideas and principles,
> challenge assumptions, encourage critical thinking. I need to get them to
> process the information into knowledge that is meaningful to them. These
are
> design issues, not information issues.
>
Well, that there is the very issue. If the information is designed well
in the first place (e.g. challenging, leading to critical thinking,
etc.), then it is good information design. In your example above, you
and the texts together are the information milieu your students interact
with. What you say is information! Now can that be packaged? Can it be?
That is instructional design. One and the same? That is the issue!
Mark, I hope I am not misleading here by just taking this piece out of
context. Let me know.
--
Philip Duchastel, Ph.D.
http://www.nova.edu/~duchaste
954 / 262-8561 [office]
954 / 202-0230 [home]
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