Instructional strategy is defined in abstract terms independent of instructional theories, philosophies, or standard formulas. Strategies share dimensions in common that allow instructional designers to communicate about them in theory-agnostic terms. These dimensions supply a common reference for comparing design viewpoints and discussing their…

Scholars from diverse fields and research traditions agree that the conceptual framework is a critically important component of disciplined inquiry. Yet, there is a pronounced lack of shared understanding regarding the definition and functions of conceptual frameworks, which impedes our ability to design effective research and mentor novice…

This paper presents the concept of "critical flexibility" as an alternative to eclecticism in instructional design. Eclecticism is often viewed as a persuasive alternative to theoretical orthodoxy (i.e., rigid use of a single perspective or process) due to the openness and flexibility it purports to offer. In contrast, the authors argue that…

The Studio curriculum in the Learning, Design, and Technology (formerly Instructional Technology) program at a large research-extensive university in the southeastern U.S. represents a deliberate application of contemporary theory of how adults learn complex information in ill-structured domains. The Studio curriculum, part of a graduate program…

Describes a co-evolutionary model for supporting the emergence of authenticity through a partnership between preservice teachers and practicing teachers who collaborated in real-world tasks. Discusses authenticity and participatory learning; simulation models; participation models; uses of technology; communities of practice; power and control;…

This paper describes a rationale for, and conceptual framework of, learning via open-ended learning environments (OELEs). It highlights development of theories-in-action with OELEs, including the roles of context, system response/feedback, and levels of processing. Discussion also includes examples of theory building via OELEs and implications for…

Explores dimensions of relevance with respect to research in instructional technology and suggests ways the research community can accommodate the needs and interests of practicing professionals. Topics include values; perceived credibility; perceptions of utility; expanding research topics and methodology; and the role of practitioners as…

Discussion of the appropriate direction of research in the field of instructional technology, and the relationship between research and practice, highlights two categories of developmental research. The promise of developmental research as a vehicle for creating sound methods for linking research and practice is discussed. (Author/LRW)

Considers the question of whether instructional methods are replaceable or interchangeable. Topics discussed include the influence of external events on learning and cognitive processes, media variables, linking instructional design to research on learning from instruction, construct validity, and an example of adequate instructional design and…

Discussion of constructivist learning environments focuses on the concept of grounded design, a process that involves linking the practices of learning systems design with related theory and research. Topics include directed versus situated learning environments, situated cognition and anchored instruction, social constructivism and problem…

Reports on a curriculum development project in which principles of instructional design were integrated with real-world experiences in a corporate environment to provide a connection between graduate education and practice. Evaluations by learners, the client, student teams, and the instructor are discussed, and guidelines for similar projects are…