ERIC Number: ED295629
Record Type: RIE
Publication Date: 1988-Jan
Reference Count: N/A
The Ethics of Equity in Instructional Design. Symposium: Technological Equity: Issues in Ethics and Theory.
Martin, Barbara L.
This paper considers the question of how much of the instructional process instructional designers should control by pre-planning and managing instruction so that it is equitable, focusing on three specific concerns: (1) whether the designer who plans the instruction or the student is responsible for student learning; (2) whether or not the contingencies of instruction can be managed so as to ensure student learning; and (3) how instructional design can encourage learner self-development and ensure that students take some responsibility for their own learning. With regard to the first concern, it is argued that instructional designers often assume too much responsibility when students fail to learn, and that there is no guarantee that each learner will succeed without internal motivation and active involvement. With regard to the second concern, it is suggested that the search for a science of instructional design may be futile or, at the very least, may fail to address the needs of individual learners, special interest groups, ethnic and minority groups, and women and girls. With regard to the third concern, it is argued that greater opportunity for learner self-development may require instructional designers to relinquish some of the responsibility and control of the design process. (20 references) (EW)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of Selected Research Papers presented at the Annual Meeting of the Association for Educational Communications and Technology (New Orleans, LA, January 14-19, 1988). For the complete proceedings, see IR 013 331.