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A Scenario-Based Instructional Design Model

A Scenario-Based Instructional Design Model
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Author(s): Neal Shambaugh (West Virginia University, USA)
Copyright: 2005
Pages: 7
Source title: Encyclopedia of Distance Learning
Source Author(s)/Editor(s): Caroline Howard (HC Consulting, USA), Judith V. Boettcher (Designing for Learning, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong), Karen D. Schenk (K. D. Schenk and Associates Consulting, USA), Patricia L. Rogers (Bemidji State University, USA) and Gary A. Berg (California State University Channel Islands (Retired), USA)
DOI: 10.4018/978-1-59140-555-9.ch241


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Instructional design models address important issues of learning, content, and context during the development of instruction. The prescriptive premise behind instructional design is that if an instructional design is followed, the learning outcomes identified in the design will occur. As one evaluates the extent to which learners achieve learning outcomes, changes in the instructional design may be warranted. Documenting these changes provides designers and users of the model with feedback on its efficiency and effectiveness. Despite these attributes, the merits of instructional design have not been achieved in some settings, and some users, including teachers and product developers, are looking elsewhere for instructional development guidance. But should they? The premise of this chapter is to propose a scenario-based ID model that addresses a major shortcoming of instructional design; namely, the gap between formative design decisions and design review. Scenarios are used to keep people designing, reflecting, redesigning.

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