ERIC Number: ED362181
Record Type: RIE
Publication Date: 1993-Jan
Reference Count: N/A
Configurational Inquiry: Instructional Development Perspective.
Liang, Chaucer Chaoyun; Kushigian, Russell
Promising instructional development perspectives are synthesized into a set of perspectives that might be discussed by the instructional technology profession to set some new directions for the field. An integrated set of criteria, "Configurational Inquiry Instructional Development Perspective" (CIIDP), is proposed. Configurational inquiry means a thorough detection, diagnosis, and appraisal of a variety of human or non-human systems in terms of structure, arrangement, and interrelationship to resolve the problems of the inquirer. The CIIDP had the following four features: (1) systemic thinking as its structure; (2) interdisciplinary approach as its path; (3) human-based inquiry as its heart; and (4) improving interfaces as its top task. The synthesis of these elements provides a new orientation to instructional development and offers an appealing focus. It suggests, not only what instructional development should be, but also how the inquiry into the instructional technology field should be undertaken. Two figures illustrate the discussion. (Contains 17 references.) (SLD)
Descriptors: Computer Software Evaluation, Educational Research, Educational Technology, Educational Theories, Elementary Secondary Education, Evaluation Criteria, Higher Education, Inquiry, Instructional Design, Instructional Development, Interdisciplinary Approach, Interpersonal Relationship, Synthesis, Theory Practice Relationship
Publication Type: Opinion Papers; Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (15th, New Orleans, Louisiana, January 13-17, 1993); see IR 016 300.