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| Autor/inn/en | Goodrum, David A.; und weitere |
|---|---|
| Titel | A Socio-Technical Perspective of Instructional Development: A Change in Paradigms. |
| Quelle | (1994), (6 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Educational Change; Educational Technology; Evaluation Methods; Instructional Development; Models; Problem Solving; Problems; Teaching Methods; Technological Advancement; User Needs (Information) |
| Abstract | The traditional model of instructional development (ID) is found lacking by some in the face of problems that call for a customer/user focus, adaptable technical and social designs, and solutions where training is impractical or unaffordable. This paper outlines an alternative model based on the socio-technical paradigm, which suggests a better match to a growing number of problems in ID. From a socio-technical perspective, the purpose of design and development is to support human behavior, not to create an innovation. Organizations are composed of people using technology to perform work practices in a particular environment. Each component is integrally tied to the other, and technology is not predominant. Prototype versions of proposed socio-technical solutions are for the purpose of evaluating and refining specifications. Development, conducted by a cross-functional team of people with a stake in success, is not a one-time event focusing on technology, but a process of activity, product, and evaluation output. Seven phases of ID are proposed, with an evolutionary rather than revolutionary approach. Six figures are appended. (Contains 4 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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