Workshop: " Instructional Systems Design and Post-Modernism: Paradigm Protagonists in Distance Education."
Dr. Tom Jones, Dr. Gail Crawford, and D. Doug Crawford from the Centre for Distance Education, Athabasca University, CANADA

Wednesday, 23 June, 16.00-17.30, Room 3

Instructional Systems Design and Post-Modernism: Paradigm Protagonists in Distance Education.

Building the university of the future

Presenters:
Dr. Tom Jones, Dr. Gail Crawford, and D. Doug Crawford from the Centre for Distance Education, Athabasca University, CANADA

Objectives of the workshop:

At the conclusion of the session, participants should be able to:

a) distinguish between the epistemological positions of behavioral psychology and instructional technology vs constructivism as they relate to course/program development;

b) describe the differences in process when developing/designing courses and programs required by the two competing instructional paradigms; and,

c) recognize the centrality of arranging partnerships whose instructional paradigms are congruent.

Abstract

The effective development of theory, research, practice and partnerships in distance education is crucially dependent on adopting a coherent epistemological model. The recent emergence of constructivism in distance education course development is challenging traditional instructional models based on behavioral psychology and instructional technology. Constructivist instructional models are purported to be viable alternatives to the behavioural models that have dominated the field for 50 years. The new approach is rooted in the post-modernist tradition of Habermas, Derrida and Foucault and is championed in the instructional design arena by Duggy, Winn and Jonassen, among others. Central to the constructivist model are the ideas that the emphasis should be on learning rather than on instruction and performance, that technology should promote learning rather than teach content and that, in the end, learners construct their individualized and personalized "reality". A case will be made that viable instructional models have to answer a number of basic questions in order to meet the test of professional practicality whether for implementation, research and development or management of distance education. A number of such questions will be posed to the audience.

The implications of the above positions will be discussed by the panel and some of the implications for research, development, and implementation of distance education outlined. The focus will be on the practicalities of adopting one or the other models on professional practice including implications for effecting partnerships.

As each attendee enters the room, they will be asked to fill out a 5 item Likert style questionnaire to determine their epistemological orientation. At the conclusion of the presentation by the panel, the audience will be divided into 2 camps - "behaviorists/outcomes-based/competency-based" and " constructivists". Each group will be asked to consider a number of questions posed by the panel for R&D, partnership development, and professional practice. Each group will report to the plenary at the conclusion of the time allotted. On leaving the room, each participant will again be asked to answer the same questions on the questionnaire, which will be collected. A before/after analysis will be conducted to determine whether any shifts in orientation occurred.

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