Toward a philosophy of instructional technology: An exploration of perspectives, foundations and elements of post-modernism in theory and practice

The purpose of this study was to construct an integrative philosophy of post-modern instructional design by defining post-modernism and investigating the various ways in which it is applied in instructional design projects. Two phases of data collection were involved in this research. Phase One was a Delphi study with scholars designed to obtain consensus on perspectives, foundations and elements that identify or elaborate upon post-modernism. Phase Two was a utilization study with design practitioners which examined the relationship between elements of post-modernism and instructional design practice.; This study concluded that post-modernism is: (a) a philosophical orientation; (b) a general social condition; and (c) an intellectual movement. In addition, post-modernism has roots in: (a) semiotics; (b) epistemology; (c) post-structuralism; and (d) critical theory. Finally, post-modernism is characterized by (a) pluralism; (b) critique; (c) cultural inquiry; (d) the interpretation of concepts, ideas and objects as texts; and, (e) a belief in multiple truths and multiple ways of knowing.; A composite statement about post-modern instructional design was constructed as a result of this study. A post-modern philosophy of instructional design encompasses at least four areas of theory and practice: (a) Instructional design is a dialogical and critical process that welcomes a blending of theoretical orientations and approaches; (b) instructional messages reflect multiple representations of content and knowledge; (c) instructional strategies are focused on meaning making in sociocultural contexts which include dialogue, reflective practice and multiple delivery methods and tools; and, (d) learner characteristics emphasize anthropological variables which may include distribution and relationship of peoples, environmental and social relations, and culture.