Revisiting 'Beyond Instructional Design'
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| Title: | Revisiting 'Beyond Instructional Design' |
|---|---|
| Language: | English |
| Authors: | Sims, Rod |
| Source: | Journal of Learning Design. 2015 8(3):29-41. |
| Availability: | Queensland University of Technology. GPO Box 2434, Brisbane, Queensland 4001, Australia. Tel: +61-7-313-80585; Fax: +61-7-313-83474; e-mail: jld@qut.edu.au; Web site: http://www.jld.qut.edu.au |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Instructional Design, Online Courses, Electronic Learning, Teaching Methods, Educational Technology, Conferences (Gatherings), Active Learning, Communities of Practice, Cooperative Learning, Computer Mediated Communication, Guidelines, Empowerment, Epistemology, Cognitive Style, Teacher Role, Student Role, Audio Equipment, Video Technology, Feedback (Response), Models, Alignment (Education), Learning Activities |
| ISSN: | 1832-8342 |
| Abstract: | Since the article "Beyond Instructional Design: Making Learning Design a Reality" (Sims, 2006) was published, much has changed in the opportunities we have for learning, and Professor Rod Sims's thinking has evolved. In this article, Professor Rod Sims reflects upon his original article, and he offers an evolved model of learning design, known as "Design Alchemy." The original reason for challenging the concept of "instructional design" is that while the underpinning theory tends to hold true (that good design will enable learning), the practice he had observed too often focused on content (subject-matter) (re)organisation rather than the learner, learning, and knowledge application. This challenge aimed to debate whether a system that emerged from formal, classroom, military training was consistent with contemporary organic and personal environments of social computer-based and online education. For those involved in "designing for the learner," "Design Alchemy" demonstrates that the design of learning environments can be effectively and efficiently produced without explicit or initial reference to subject-matter; instead, a design focused on alignment of learning outcomes, learning activities, and assessment is sufficient to create a course, and in itself will define the necessary subject-matter resources. [For "Beyond Instructional Design: Making Learning Design a Reality," see EJ1066491.] |
| Abstractor: | ERIC |
| Number of References: | 29 |
| Entry Date: | 2015 |
| Accession Number: | EJ1083712 |
| Database: | ERIC |
| Abstract: | Since the article "Beyond Instructional Design: Making Learning Design a Reality" (Sims, 2006) was published, much has changed in the opportunities we have for learning, and Professor Rod Sims's thinking has evolved. In this article, Professor Rod Sims reflects upon his original article, and he offers an evolved model of learning design, known as "Design Alchemy." The original reason for challenging the concept of "instructional design" is that while the underpinning theory tends to hold true (that good design will enable learning), the practice he had observed too often focused on content (subject-matter) (re)organisation rather than the learner, learning, and knowledge application. This challenge aimed to debate whether a system that emerged from formal, classroom, military training was consistent with contemporary organic and personal environments of social computer-based and online education. For those involved in "designing for the learner," "Design Alchemy" demonstrates that the design of learning environments can be effectively and efficiently produced without explicit or initial reference to subject-matter; instead, a design focused on alignment of learning outcomes, learning activities, and assessment is sufficient to create a course, and in itself will define the necessary subject-matter resources. [For "Beyond Instructional Design: Making Learning Design a Reality," see EJ1066491.] |
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| ISSN: | 1832-8342 |
