1. 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

2. 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.

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

4. 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).

5. 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.

6. 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

7. 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

8. 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,

9. 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

10. 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 ).
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

11. 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.

12. 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.

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

14. 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

15. 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

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