ERIC Number: ED373715
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
A Socio-Technical Perspective of Instructional Development: A Change in Paradigms.
Goodrum, David A.; And Others
The traditional model of instructional development (ID) is found lacking by some in the face of problems that call for a customer/user focus, adaptable technical and social designs, and solutions where training is impractical or unaffordable. This paper outlines an alternative model based on the socio-technical paradigm, which suggests a better match to a growing number of problems in ID. From a socio-technical perspective, the purpose of design and development is to support human behavior, not to create an innovation. Organizations are composed of people using technology to perform work practices in a particular environment. Each component is integrally tied to the other, and technology is not predominant. Prototype versions of proposed socio-technical solutions are for the purpose of evaluating and refining specifications. Development, conducted by a cross-functional team of people with a stake in success, is not a one-time event focusing on technology, but a process of activity, product, and evaluation output. Seven phases of ID are proposed, with an evolutionary rather than revolutionary approach. Six figures are appended. (Contains 4 references.) (SLD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Paradigm Shifts; Prototypes; Sociotechnical Systems Approach
Note: In: Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (16th, Nashville, TN, February 16-20, 1994); see IR 016 784.