Instructional Theories

<rn theMay-June 1996 issue of this magazine, Reigeluth explored the question as to whether or not we need a new paradigm of ISO (I nstructional Systems Development). He discussed how fundamental changes in the suprasystems that ISO serves are creating conditions that require similarly fundamental changes in ISD. He then explored the implications of those broader changes for instructional theories (e.g., Merrill's Component Display Theory), which offer guidel ines for the nature of the instructional process. And he explored the implications for ISD process models (e.g., the Dick and Carey model), which offer guidelines for the nature of the development process, ranging from front-end analysis to formative evaluation and implementation. Reigeluth briefly summarized the implications for instructional theories by indicating that the new paradigm of "Learning-Focused" theories needs to offer guidelines for instruction in which: • learners continue to work on a task until they reach high standards of achievement; • learners take more initiative and responsibility for their learning; • learners can choose from a diversity of sound methods to support their learning; • learners can work ;n teams as well as individually; • learni ng tasks and methods are designed to be more motivational for learners; • the teacher serves more as a "guide on the side" than a "sage on the stage"; • well-designed resources and peers do more of the "teaching"; and _ , • advanced technologies are used as integral parts of the learni ng process.