ISD as a Design Science
While some learning theory is part of the descriptive sciences, which describe the way things function in the natural world; ISD is more a part of the design sciences, which offer ways to perform certain human-defined tasks. Descriptive sciences can be considered the law as they aim to describe and explain, while design sciences are roadmaps that guide our knowledge and skills for the activities of design (Grimaldi, Engel, 2007).
Being a design science, ISD is a model to aid in the design, development, and delivery of a training program. It is a valuable toolbox that provides proven methods for building viable training programs. This means the people within the organization, to include learners, designers, & managers must control the ISD model, rather that it controlling them. Immediate problems often arise that require rapid solutions. Don't get hung up in the system model by refusing to bypass steps, switch steps, modify steps, or including steps of your own. Managers often need quick and ingenious solutions, not another bureaucracy. In other words, the learning department's motto should be: “We provide learning and performance solutions!” Not, ”We follow the ISD model.”
The steps in each phase should not be thought of as concrete in nature but rather dynamic (Merrienboer, 1997). Going back to the dynamic nature of ISD , one step does not necessarily have to be completed before the next one is started, hence the dashed-arrows in the diagram below that show the processes or phases can be iterated:
For example, some designers will have to complete part of the work in the design phase before they can complete the estimate step in the analysis phase. In the development phase, the first three steps, list learner activity, select delivery system, and review existing material, might be combined into one step by some designers. In addition, once a learning process is created, it might go through one or more iterations until it works as intended.
Every training process will develop its own rhythm, which means designers need to find the natural flow of the steps required to produce a successful learning platform. Although the ISD process is normally considered a formal one in that the five phases should be performed in a designated work-flow (click button below to view the flow), it requires both art and science in its implementation in that not all flows will be performed and new ones may be required as needed.
Also, in many instances, steps may be bypassed. For example, if a manager comes to you with a training problem, the task identification steps may be skipped since you know which task needs trained. If you have developed a similar course before, then many steps, such as reviewing existing material and selecting the instructional setting, will only be briefly visited as you have gone through similar processes before and probably have a good ideal of where you are going.
The less you know about a subject or the more technical the material and content is, then more than likely, the closer you need to follow the model.
At work, the potter sits before a lump of clay on the wheel. Her mind is on the clay, but she is also aware of sitting between her past experiences and her future prospects. She knows exactly what has and has not worked for her in the past. She has an intimate knowledge of her work, her capabilities, and her markets. As a craftsman, she senses rather than analyzes these things; her knowledge is 'tacit.' All these things are working in her mind as her hands are working the clay. The product that emerges on the wheel is likely to be in the tradition of her past work, but she may break away and embark on a new direction. Even so, the past is no less present, projecting itself into the future. - Henry Mintzberg, Crafting Strategy, Harvard Business Review, July-August 1987, pp. 66-75.
Just as the potter follows both tradition of her past work and breaking away and embark on a new direction, the designer must also do the same. Besides using the ISD or ADDIE model as a guide, there are other frameworks and models that can be used with it:
To make a training program usable, the following activities must normally take place:
- An early focus on the customer or business unit must be maintained. This is done by direct contact with the customer through interviews, observations, surveys, and participatory design and development methods. You must ensure that the customers are made owners of the learning platform throughout the entire ISD or ADDIE process. If they feel the program is being shoved down their throats or their turf is being invaded, the program will likely fail.
- The five phases - analysis, design, development, implementation, and evaluation should be under one management team to ensure that a symmetrical program is constructed.
- The design must be empirical as much as possible. This requires observation, measurement of behavior, careful evaluation of feedback, and a strong motivation to make design changes when needed. However, don't forget to add the art to it.
- The process of implementation, testing, feedback, evaluation, and change must be repeated throughout the learning platform's life to improve upon it. Do NOT fall into the old adage, "If it ain't broke don't fix it." Make it better before your competitors do!
Next Steps
Next section: Critiques and Comparisons of ISD
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Reference
Grimaldi, D.A., Engel, M.S. (2007). Why Descriptive Science Still Matters. BioScience, vol 57, Is 8 (Sep 2007).
Merrienboer, Jeroen (1997). Training Complex Cognitive Skills: A Four-Component Instructional Design Model for Technical Training. Englewood Cliffs, NJ: Educational Technology Publications.
United States Department of Defense Training Document. Pamphlet 350-30. August, 1975.