This link has been bookmarked by 17 people . It was first bookmarked on 02 Aug 2006, by doof von daddious.
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20 Apr 08
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28 Mar 08
Peter RawsthorneWilson, B., (1997). Reflections on Constructivism and Instructional Design. Retrieved on 28 March 2008 from http://carbon.cudenver.edu/~bwilson/construct.html
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05 Nov 07
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21 Oct 07
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The expert/novice literature within cognitive psychology reaches similar conclusions about the nature of expertise. Researchers have found that expertise is
--largely intuitive and inaccessible to direct reflection (e.g., Bloom, 1986)
--more pattern-matching than rule-following (Suchman, 1987, Bereiter, 1991)
--more qualitative than quantitative (White & Frederiksen, 1986)
--highly context- and domain-dependent (Brandt, 1988-89).
Such a view of expertise seems also to fit the field of ID.
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The role I am advocating for analysis is fairly modest. Analysis provides an overall framework for instruction, and provides extra help on some tricky parts, such as identifying likely misconceptions or previous knowledge that may undercut students' efforts to understand the content. The role of the designer is then to design a series of experiences-interactions or environments or products-intended to help students learn effectively. Neither the instruction nor the assessment of learning can be as confidently dictated as thought to be possible in the past. But the important point to keep in mind is that the design role is not lost in such a revised system; the design still happens, only it's less analytical, more holistic, more reliant on the cooperation of teachers and materials and learners to generously fill in the gaps left gaping by the limitations of our analytical tools. Instruction thus construed becomes much more integrally connected to the context and the surrounding culture. ID thus becomes more truly systemic in the the sense that it is highly sensitive to the conditions of use.
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23 Jul 07
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17 Jul 07
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23 Oct 06
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The field of instructional design (ID) is in a state of rapid change. Recent expressions of constructivist theorists (Bednar, Cunningham, Duffy, & Perry, 1991; Duffy & Jonassen, 1992) have engendered a lively debate. If our IT department is any indication, graduate students across the nation are engaging their professors in heated discussions concerning the fundamental models in our field, and how these models hold up to the constructivist onslaught.
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02 Aug 06
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16 May 06
Anthony MarkerExcellent paper by Brent Wilson on Constructivism, Behaviorism, and how it all fits into instructional design. A must read.
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16 Feb 06
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28 Nov 04
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24 Nov 04
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