Andrew S. Gibbons
ABSTRACT
An approach to instructional design is described which avoids some of the problems traditionally associated with process design models, sometimes referred to as waterfall models. The new approach is based on the functional decomposition of a generic instructional artifact and the use of the functions as entry points to the design. A theory of design architecture is described that relates artifact functions to the "layers" of a design, similar to Schön's architectural domains. By viewing the instructional artifact functionally, the designer takes advantage of the correspondence of instructional design layers and their associated theories. Thus, instructional theory can be applied more directly to designs. A design order that is adaptive to the individual design project is obtained as the process order restraints of the waterfall model are traded for ordering on the basis of a set of decision priority rules.
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Digital Library
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- Gibbons, A. S., and Brewer, E. K. 2005. Elementary principles of design languages and notation systems for instructional design. In J. M. Spector, C. Ohrazda, A. Van Schaack and D. Wiley Eds. Innovations in Instructional Technology: Essays in Honor of M. David Merrill. Lawrence Erlbaum Associates, Mahwah, NJ.Google Scholar
- Winograd, T., and Flores, F. 1987. Understanding Computers and Cognition: A New Foundation for Design. Addison-Wesley, Reading, MA. Google ScholarDigital Library
- Gibbons, A. S. 2003. What and how do designers design? A theory of design structure. Tech Trends, 47(5), 22--27.Google ScholarCross Ref
Index Terms
- A theory-based alternative for the design of instruction: functional design
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