Med 06 Lomandas, Roxanne

COLEGIO DE DAGUPAN
Institute of Graduate Studies

Arellano St., Dagupan City
MASTER IN EDUCATION
Major in Educational Leadership and Management
Reporter: ROXANNE LOMANDAS

Subject: INSTRUCTIONAL DESIGN AND PLANNING
Topic: Instructional Design Approaches
Professor: JOJO RAMIREZ JOSE
I. Introduction
Instructional design is the process of planning instruction, delivering instruction, and
assessing student learning (Skowron, 2006). Instructional design is broader than the instructional
strategies that a teacher usesin the classroom. Ryder (2010) defines Models of instructional design
as a visual representation or framework of the process. Instructional design is often taught in a
procedural manner, but a number of researchers and theorists view instructional design as a form
of complex problem solving (Hardré, Ge, & Thomas, 2006; Jonassen, 2000; Perez & Emery,
1995; Silber, 2007).
II. Body
Compared to behaviourism and cognitive learning theories, designers have recently employed
or created constructive instructional design (C-ID) models, and have updated the paradigm to
achieve the predetermined educational results. Willis (2011) said that the majority of
constructivist instructional design models are not postmodern in their direction. For example, in
psychology, Piaget and Vygotsky were modern in their constructivism orientation that reflected
the thoughts of human beings. Some other popular instructional design models such as Spiro,
Jonassen, Resnick, and Lesgold show varying levels of postmodern thought in their consideration
under constructivism theory. It is feasible for instructional designers to have a constructivist
standpoint in spite of their traditional or modern viewpoints about methods or learning theories.
Obviously, the constructivist instructional design models are affected by postmodern philosophy.
But these types of instructional design models are combinations of previous learning theories and
assume a postmodern viewpoint. The last impressive social and cultural movement is
postmodernism. Moreover, educational changes will be affected by these movements away from
the modern era to postmodern era. Based on this, there is no doubt that the comings instructional
design models will be postmodern instructional design models. Besides, it is possible to find some
postmodern affects in instructional design field as mentioned before. We call this kind of
instructional design model postmodern instructional design models (P-ID) that will come after
constructivist instructional design models (C-ID). The differences between P-ID models and other
kinds of models will be the assumption of this new trend. P-ID models will reflect all postmodern
thoughts in its procedure. Accordingly, we offer the following figure for instructional design
trends from past to future.
III. Conclusion
The paper has discussed instructional design approaches in three different domains. First, it
shows that designers have to look at instructional design as a diagrammatic or theoretical process.
Second, they determine the instructional design process according to their learning theory desires.
The main learning theories are behaviourism, cognitivism and constructionism. Third, the
instructional design process has been divided in three different orientations, which are classroom
oriented, product-oriented, or systems-oriented. In addition, the types of instructional design types
have been identified. The main types are instructional design (ID), instructional system design
(ISD), and constructivism instructional design (C-ID). The instructional design process has been
narrowed from the general to the situated perspective during its history. Finally, three trends of
instructional design have been investigated. These trends are traditional ID scholarship based on
positivist epistemologies, the Design-Based Research (DBR) Movement, and constructivist-ID
REACTION PAPER IN INSTRUCTIONAL DESIGN AND PLANNING SITE: SAN CARLOS CITY
COLEGIO DE DAGUPAN
Institute of Graduate Studies
Arellano St., Dagupan City
models. Some of constructivist-ID models have been affected by postmodern philosophy in their
process. Base on progressive changes under postmodernism philosophy in the present day, we
propose a new generation of instructional design methods and trends. It will be a postmodern
instructional design (P-ID) that reflects postmodern ideas and assumptions rather than learning
theories. We believe that postmodernism challenges educational and learning theories, goals and
assumptions. Postmodern instructional design (P-ID) will discover new models for the new era in
educational activities
IV. References
Bransford, J., 1991. Some thoughts on constructivism. Educational Technology, 31(9): 16-18.
Cennamo, K.S., S.K. Abell and M.L. Chung, 1996. A "Layers of Negotiation" model for
designingconstructivist learning materials. Educational Technology, 6: 39-48.
Dick, W., L. Carey, and J. Carey, 2006. The systematic design of instruction (6th ed.). Boston:
Allyn andBacon
REACTION PAPER IN INSTRUCTIONAL DESIGN AND PLANNING SITE: SAN CARLOS CITY

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COLEGIO DE DAGUPAN

Institute of Graduate Studies

Reporter: ROXANNE LOMANDAS

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