564-2010-Overview

Defining design
 * "goal-oriented choices made under constraints"

Why design?
 * Inouye, Merrill, and Swan, (n.d.). Help: Toward a New Ethics-Centered Paradigm for Instructional Design and Technology
 * Bloom, (1984). The 2 Sigma Problem

The art and science of instructional design
 * Wiley, (1997). Bach and Instructional Design,
 * OERs, Producers, Consumers, and Reuse, referencing Why's Poignant Guide to Ruby
 * Design can be based on research!

On the irrationality of instructional design
 * Arrow's Impossibility Theorem and instructional design

The importance of "Remember"
 * Bloom's Taxonomy (1, 2, 3, 4)
 * It is a fact of life that much of what we need to learn to function efficiently are arbitrary assignments of labels, symbols, and numbers. For many tasks, such as name learning, precious little understanding can be brought to bear on the problems: The task is essentially rote. Complex intellectual skills such as language and chess are undergirded by prodigious amounts of rote memorization. Rather than regarding such learning as inferior, we should recognize that it is essential, and we should get on with the job of making such learning as efficient and painless as possible. (Bjork, 1998)