Created for Sloan-C Conference, Fall 2006 Instructional Design in Shifting Sands of Change: Emergent Theory and Instructional Design Sonja A. Irlbeck, EdD Elena Kays, PhD Rod Sims, PhD Created for Sloan-C Conference, Fall 2006

Instructional Design in Shifting Sands of Change Focus of Presentation Shifts in ID practice and process Discussion about ID concepts emerging from theory and practice Concepts that may have a large impact on ID models and processes. See goals of presentation.

Context Technology and the Internet Opportunity Instructional solutions designed & developed See page 1, Introduction

Models Focusing on Emergent Concepts Iterative collaboration model proposed by Kays (2003a) Three phase design model proposed by Sims & Jones (2003) Self-assembly model of instructional design by Lieberman, Lunan & Spranza (2004).

Point #1: ID theories and models provide guidelines for best practices Points for Discussion Point #1: ID theories and models provide guidelines for best practices Point #2: Instructional systems are changing Point #3: Technology is influencing the rethinking. Instructional Design – the Times, They are A-Changing, page 1 of paper.

Call for Shift in our Thinking Reigeluth, Gustafson & Branch and others are beginning to articulate a need for professionals to consider changes. Considering process and systems orientation of the roots of instructional design and blending concepts from emergence theory brings to new perspectives. Perspectives include ID as an ongoing, dynamic process, bounded by parameters of the intended learning outcomes. See Paradigm Shift, paper, page 2

Influences to Investigate Macro trends Ideas about new technologies that are part of everyday activities Rapid change, requiring fundamental instructional design competencies and more advanced competencies to effect change Focus on cost control and creativity to do more with less Knowledge capital and institutional memory Speed in market changes Globalization and diversity --Rothwell & Kazanas (2004) Micro trends Demand for increasing speed in analyzing, designing, developing, implementing and evaluating Just-in-time training methods Focus on performance and work settings Awareness of how people learn and what to do to encourage learning Increasing expectations of stakeholders to focus attention beyond designing instructions (an activity) to improving effective human performance (an outcome) Increasing awareness of what experienced, exemplary instructional designers do. --Rothwell & Kazanas (2004) See page 3-4 of paper, Changing the Focus

Ideas related to emergence and ID User-designer Learning tools System features Learning in nontraditional formats Higher level thinking and learning See page 4 of paper,

Emergence Theory Influences on ID Holland (1995): new scientific perspective of emergence - understanding that simple interactions of the elements in a complex system—with no central top-down control—can lead to the emergence of highly complex, intelligent behavior. Kays (2003a): Ideas about problem solving, emergence theory, adapting to changing cognition patterns, are influencing the way in which instructional design processes are considered. See page 5 pf paper, Emergence Theory and Instructional Design

Beginning Exploration with Emergence and ID Jonsassen (1997) Articulate problem space and contextual constraints Identify and clarify alternative opinions, positions, and perspectives of stakeholders Generate possible problem solutions Assess viability of alternative solutions by constructing arguments and articulating beliefs Monitor problem space and solution options. Implement and monitor solution. Adapt solution (Murphy, 2004, pp. 79-83). Holland (1995) Much complexity comes from little A small number of rules Recognizable and recurring patterns Behaviours not easily anticipated Flexibility in interactions Dynamic change over time Behaviours occur without a central pacemaker or agent. Page 5-6 of paper

Sims & Jones 3PD Model Page 6-7 of paper Sims, R., & Jones, D. Where Practice informs Theory: Reshaping Instructional Design for Academic Communities of Practice in Online Teaching and Learning. Information Technology, Education and Society, 4(1), 3–20, 2003.

Lieberman, Lunan & Spranza Self-assembly Model Unity Synergy Evolution Silence Hermeneutic Anthropology Half Argue Management Fractals Appraise Page 7-8 of paper Lieberman, A., Lunan, A. & Spranza, M. The Self-assembly Model of Instructional Design: Theoretical Frameworks and Discrepancies. Unpublished paper, ED7620, Capella University, Fall quarter, 2004.

Evolution Industrial Age Information Age Age of Emergence Page 9 of paper

Examples of Points of Convergence Functional Phase/3PD Emergence Indicators Design proceeds from the bottom-up rather than from top down, allowing for global and complex behavior to evolve. Random encounters. Variety of interactions critical to shaping learning experiences without predefined orders. Application of 3PD model elements Iterative development process. Course/content determines make-up of learners. Effective communication paths developed and built. Shared understanding of project goals and learning outcomes established. Necessary content is available and learning outcomes addressed. Enhancement/Maintenance Phase/3PD Page 9-10 of paper

Challenges for Further Consideration and Research Explore boundaries of instructional design theories and models supporting effective learning applications. Develop awareness in instructional designers and faculty that learning will occur even when they relinquish control over the learning process. Find new ways to assess learning. Find ways to use appropriate technology to help improve interactions and learning. Page 10 of paper

Sonja.irlbeck@capella.edu Elena.kays@capella.edu Rod.sims@capella.edu Contact Information Sonja.irlbeck@capella.edu Elena.kays@capella.edu Rod.sims@capella.edu