| The study examines several instructional design models, analyzing their roles of instructor, content, and context. Other aspects considered include procedural or declarative learning and the degree of learner participation involved in establishing instructional objectives and defining learning outcomes. The study suggests that both the theory and practice of instructional development, an inclusive process of design development, needs to be reconceptualized. The study addresses fundamental changes in learning experiences and delivery methods needed in educational systems, particularly in adult education.; This study assumes that adults need competency with intellectual tools designed for accessing, processing, and transforming information into new knowledge. Based on the redefinition of learning from mastery of content to learning to navigate the vast array of available information and transforming it into new relevant and meaningful knowledge, educational practices and instructional theory need to be reexamined within the current context. The study reviews literature on constructivism and postmodernism. in order to determine whether a broader set of principles can be used to guide instructional development practice. Traditional learning theories are contrasted with the principle tenets of constructivism and postmodernism. The basic assumptions of constructivism are that knowledge is actively constructed by learners and learning environments are most effective when situated in authentic task contexts.; One conclusion is that debate between objectivists and constructivists fails to move theory into practice and neglects the fundamental changes and redefinition of learning emerging out of adult education. Instruction must embed learning in real-world activities and make deliberate use of both the social and physical context. Reconsideration of the instructional development process is suggested, calling for a more exhaustive approach to front-end needs assessment and a design for learning environments that promotes learner-centered methodologies. The study also suggests that the instructional development process needs to begin with the collaboration of both the adult learner and the instructor to establish the learning objectives and outcomes through an open-systems approach that modifies the role of the instructor and learner. The study suggests that alternative instructional development processes are valuable given the knowledge and skills needed for the future. |
