In educational theory and practice, an organizational scheme for specifying the optimal and appropriate approaches, types, events, methods, media, strategies, techniques, activities, tasks, projects, scope and sequence of instruction to achieve corresponding specific learning objectives and desired performance outcomes. While numerous scholars and practioners across a wide range of associated instructional design fields have created a rich variety of effective and efficient prescriptions for obtaining specific learning outcomes in specific situations, 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.
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.