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nstructional systems development A more significant element is the empha-
(ISD) has recently come under sis on the process involved in develop-
attack to suggestions that it may not ing instruction rather than the basic
be an appropriate methodology for learning principles that this process
developing effective instruction (Gordon should emphasize. Merely following a
& Zemke, 2000). ISD is accused of being series of steps, when there is insufficient
too slow and clumsy, of claiming to be a guidance as to quality, is likely to result
technology when it is not, of producing in an inferior product. A technology
bad instruction, and of being out of involves not only the steps involved
touch with todays training needs. but a set of specifications for what each
step is to accomplish. Perhaps many
Someone said, It is a bad craftsman that ISD implementations have had insuffi-
blames his tools. It should be obvious to cient specifications for the products of
the thoughtful observer that the problem the process.
may be the implementation of ISD, not a
systematic approach itself. At the highest For the past several years I have been
level of a systems approach one cannot engaged in an attempt to identify first
imagine a design process that does not principles of instruction, those princi-
identify the training needs of an organi- ples on which different instructional
zation or the learning needs of the stu- design theories are in essential agree-
dents. While learning occurs in many ment regardless of their theoretical or
different environments, it is generally philosophical orientation (Merrill, in
agreed that instruction requires that one press). John Murphy stated, If you dont
first identify the goals of the instruction. follow the instructions and people still
It is equally difficult to imagine a process learn, that raises the question whether
that does not involve planning, develop- theres a technology there in the first
ment, implementation, and evaluation. It place (Gordon & Zemke, 2000). We have
is not these essential development activ- demonstrated that when these first prin-
ities that are in question but perhaps the ciples are implemented they do promote
fact that their detailed implementation instruction that is more effective and
in various incarnations of ISD do not efficient than popular forms of existing
represent the most efficient or effective instruction that fail to implement these
method for designing instruction. principles (Boyle & Merrill, in press).
Instructional Strategy