Over the years, many authors have tried to describe, conceptualize, and visualize the instructional design or development processes via a variety of process models. Most descriptions imply a rather homogeneous view of design, depicting it as an overall problem-solving process following general phases such as analysis, design and development, implementation, and evaluation (ADDIE). However, researchers who have investigated how instructional designers actually work suggest that the process is much more heterogeneous and diverse than these ADDIE models suggest. This study collected case study data from 24 instructional designers in six different settings; they were identified as experts by their peers. The design processes they used for a specific project were compared to four different paradigms created from the literature. The four paradigms and their underlying theoretical foundations are described and illustrated. Detailed results are reported, and reasons that designers did or did not use a particular paradigm are considered.
Multimedia cases intend to bring about fundamental changes in teacher education by bridging the gap between theory and practice. The use of information and communication technology in multimedia cases is expected to create a powerful and ¯exible learning environment. Such a learning environment is in line with a constructivist vision of teaching and learning. This paper focuses on the rationale behind case-based instruction by describing the design and development of a prototype and addressing the justi®cation of underlying design decisions. Moreover, the prototype is brie¯y outlined and formative evaluation results are presented.
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