Pursue new theory directions to close the media-ISD gap: specialized models, new testing methods, combined design-development-evaluation models, and message design theory¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 3 studies (2 theoretical, 1 review), q2–q3 · 0 of 3 report an effect size

Description¶

The article proposes four directions for closing the theoretical gap between media selection and other ISD steps: "more specialized models", "new ways to test models", "models which combine design, development, and evaluation", and "message design theory which relates types of learning and other variables". The author supports these with examples including Willis' R2D2 model, Seels and Glasgow's ISD Model 2, rapid prototyping, and a message design conceptual structure incorporated into a performance support system.

Design Implications¶

Context¶

Requirements¶

• Models must connect the design process with the concrete situation and recognize both design and authoring stages

Constraints¶

• Rapid prototyping carries a tendency to overemphasize procedural theory and to ignore design at the curriculum or macro level

Target Learners¶

• instructional designers
• instructional design theorists

Target Learning Goals¶

• linking delivery-system selection to instructional strategy and other ISD steps

Claims¶

• Media comparison studies produce uninterpretable "no significant difference" findings. [+M]

Related Strategies¶

Examples¶

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Key Sources¶

• Seels, B. (1997). The Relationship of Media and ISD Theory: The Unrealized Promise of Dale's Cone of Experience. https://eric.ed.gov/?id=ED409869