"It is important that we examine the bases out of which a field of knowledge developed, the theories of the field that have operated with some success, and how current work can be consolidated into new models pointing the way to further development. That is what Dr. Reigeluth and his authors have attempted with respect to their field of instructional design."
"Can we really claim to have a base for solidly designing instruction? It seems only a short time ago that learning theorists were telling us that they did not think they had anything substantial to tell us about the practice of instruction. Of course, shortly after that, such modesty faded when behavioristic psychology was translated into teaching machines and into programmed learning. Education was to be revolutionized. But that has not happened. Though the tantalizing promise of these ideas remains, both teaching machines and programmed instruction have yet to achieve substatial educational roles. This suggests that there is much yet to be learned about instructional design. New and more fully developed formulations of theory into practice are needed."
"..the effort is made to move to a level where there is a sufficient translation of the abstract to make instructional design practical at some level."
"Proceeding from the abstract to the practical dominates the models presented, but going from practice to theory also has its advantages. It can give a grounded base that is close to reality."
"Claiming to set forth a general model of instructional design when leaders in the field like Cornbach (1975) are raising questions as to whether there are any significant principles of psychology that are not situationally specific may seem daring and presumptuous."
David R. Krathwohl in Forward (Reigeluth, 1983, p. xv-xvi)
"Can we really claim to have a base for solidly designing instruction? It seems only a short time ago that learning theorists were telling us that they did not think they had anything substantial to tell us about the practice of instruction. Of course, shortly after that, such modesty faded when behavioristic psychology was translated into teaching machines and into programmed learning. Education was to be revolutionized. But that has not happened. Though the tantalizing promise of these ideas remains, both teaching machines and programmed instruction have yet to achieve substatial educational roles. This suggests that there is much yet to be learned about instructional design. New and more fully developed formulations of theory into practice are needed."
"..the effort is made to move to a level where there is a sufficient translation of the abstract to make instructional design practical at some level."
"Proceeding from the abstract to the practical dominates the models presented, but going from practice to theory also has its advantages. It can give a grounded base that is close to reality."
"Claiming to set forth a general model of instructional design when leaders in the field like Cornbach (1975) are raising questions as to whether there are any significant principles of psychology that are not situationally specific may seem daring and presumptuous."
David R. Krathwohl in Forward (Reigeluth, 1983, p. xv-xvi)
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