Re-examining the Re-examining the Foundations of Foundations of

Instructional Design: Instructional Design: Toward a Conscience Toward a Conscience

of Craftof Craft

Russell T. OsguthorpeRussell T. OsguthorpeBrigham Young UniversityBrigham Young University

Richard D. OsguthorpeRichard D. OsguthorpeUniversity of MichiganUniversity of Michigan

What are foundations?What are foundations?

“The underlying principles or logical basis (of a subject), esp. as a separate matter for study” (Oxford English Dictionary)

Foundations of Foundations of Instructional DesignInstructional Design

We believe that there are at least four primary domains in which we can investigate foundational assumptions and beliefs in the field of instructional design: (1) historical, (2) psychological, (3) sociological, and (4) philosophical.

Philosophical Philosophical FoundationsFoundations

The role of philosophy in the The role of philosophy in the field of Instructional field of Instructional Technology has not been Technology has not been explicated. Exploratory studies explicated. Exploratory studies that investigate philosophical that investigate philosophical assumptions about the theory assumptions about the theory and practice of Instructional and practice of Instructional Technology are rare (David Technology are rare (David Solomon, 2000, pp. 22-23).Solomon, 2000, pp. 22-23).

A Framework for Examining Philosophical Assumptions and

Implications

Formism Mechanism Organicism Contextualism

InstructionalDevelopment

Learningoutcomestaxonomies

Outcome-based,objectivistlearning

Systemstheories,Systemicreform

Constructivist—learningenvironment

ProgramEvaluation

Intelligence &Aptitudetesting

Realistevaluation,quantitativeemphasis

Systemsapproaches toevaluation(e.g., CIPPmodel)

Stakeholder-basedevaluation,ethnographicmethods

EducationalResearch

ConstructDevelopment,Factor analysis

Pureexperiments,inferentialstatistics

Eclecticmodels ofresearch,longitudinalstudies

Action research,qualitativestudies, narrativeresearch

Linking Foundations to Linking Foundations to PracticePractice

Designer: Personal BeliefsDesigner: Personal Beliefs

Theorist: Foundational AssumptionsTheorist: Foundational Assumptions

Linking Foundations to Linking Foundations to PracticePractice

I used to use token economies in my classroom, but then I noticed what was happening to relationships, and I decided that I had forgotten the dignity of the children I was teaching. I’d learned about token economies in a class I’d taken, but my own beliefs told me that it wasn’t a good thing for my children (Lois Bobo, personal communication, October 22, 2002).

Episteme and PhronesisEpisteme and Phronesis

Episteme: Generalizable principlesEpisteme: Generalizable principles

Phronesis: Practical reasoningPhronesis: Practical reasoning

PrudencePrudence

The more highly developed one’s practical reason (phronesis), the more prudence one acquires as a result of practicing the profession.

PrudencePrudence

“ability to discern the most suitable, politic, or profitable course of action, especially as regards conduct; practical wisdom, discretion.” (OED)

TheoreticalKnowledge

FoundationalAssumptions

PracticalKnowledge

PersonalBeliefs

Prudence

PracticalReasoning

PROFESSIONALPRACTICE