A comprehensive organizational scheme in applied learning and instructional design theory and practice that integrates both descriptive and prescriptive taxonomic domains. While a number of conceptually useful hybrid learning taxonomies have been proposed, there is, to date, no single, inclusive, unifying hybrid taxonomy that effectively synthesizes all of the design elements of instruction to sufficient practical levels of granularity and application.
Published in Chapter:
Developing Prescriptive Taxonomies for Distance Learning Instructional Design
Vincent Elliott Lasnik (Independent Information Architect, USA)
Copyright: © 2009
|Pages: 15
DOI: 10.4018/978-1-60566-198-8.ch088
Abstract
One of the central problems and corresponding challenges facing the multidisciplinary fields of distance learning and instructional design has been in the construction of theory-grounded, research-based taxonomies for prescribing what particular strategies and approaches should be employed when, how, and in what combination to be most effective and efficient for teaching specific knowledge domains and performance outcomes. While numerous scholars and practioners across a wide range of associated instructional design fields have created a rich variety of effective, efficient, and very current prescriptions for obtaining specific learning outcomes in specific situations (Anderson & Elloumi, 2004; Marzano, 2000; Merrill, 2002a; Nelson & Stolterman, 2003; Reigeluth, 1999a; Shedroff, 1999; Wiley, 2002), to date, no single theory-grounded and research-verified unifying taxonomic scheme has successfully emerged to address all existing and potential educational problems across the phenomena of human learning and performance.