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ERIC Number: EJ936508
Record Type: Journal
Publication Date: 2011
Pages: 15
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0013-1962
The Cultures of Contemporary Instructional Design Scholarship, Part Two: Developments Based on Constructivist and Critical Theory Foundations
Willis, Jerry
Educational Technology, v51 n3 p3-17 May-Jun 2011
This article is the second in a series (see Willis, 2011) that looks at the current status of instructional design scholarship and theory. In this concluding article, the focus is on two cultures of ID work, one based on constructivist and interpretivist theory and the other based on critical theory and critical pedagogy. There are distinct advantages and disadvantages to ID models based on these two foundations, and the same is true of models based on traditional behavioral theory and contemporary cognitive science/learning sciences. A desirable approach to making decisions about what foundation to base ID practice on may be to borrow ideas, concepts, and practices across different theoretical and conceptual foundations rather than adopting a fundamentalist perspective. (Contains 2 figures.) [For Part One, see EJ917283.]
Educational Technology Publications. 700 Palisade Avenue, Englewood Cliffs, NJ 07632-0564. Tel: 800-952-2665; Web site: http://www.bookstoread.com/etp
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001