ERIC Number: ED408998
Record Type: RIE
Publication Date: 1997-Jan
Reference Count: N/A
Perceptions of Instructional Design Process Models.
Branch, Robert Maribe
Instructional design is a process that is creative, active, iterative and complex; however, many diagrams of instructional design are interpreted as stifling, passive, lock-step and simple because of the visual elements used to model the process. The purpose of this study was to determine the expressed perceptions of the types of flow diagrams likely to be used to convey the instructional design process. Participants were 31 graduate students at a university in the southeastern United States. Each participant was randomly assigned to one of three reader groups; each reader group contained all three variations of the diagram, but presented in different orders. The diagram forms were constructed on variations of straight line, arrow and plane geometric shape arrangements. Boxes, ovals and a mix of boxes and ovals formed the dominant characteristic of the diagrams. Participants were requested to write three to five adjectives within two minutes; this was repeated three times. Similarities, differences, and combinations were used as labels to organize the words used in the responses. The general perceptions of the participants supported the actual practice of instructional design which can be confusing for those new to the process, flowing in terms of one activity leading to another and linear at a macro level. Organized, busy and rigid as descriptions of the flow diagram composed of boxes and straight lines with arrows is consistent with some approaches to the systematic design of instruction. Circular aptly describes the fundamental concept of instructional design. The information from this study can assist educators in understanding how people read diagrams, particularly with regard to perceptions of process models. (AEF)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: VisionQuest: Journeys toward Visual Literacy. Selected Readings from the Annual Conference of the International Visual Literacy Association (28th, Cheyenne, Wyoming, October, 1996); see IR 018 353.