Introduction

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“…More of the objectives are attained; they are attained more quickly, and students are learning what they need to know. The careful sequencing of objectives assures that students have prerequisite knowledge and skills (Gustafson & Tillman, 1991). These benefits are fundamental to the process of analysing educational problems and devising solutions to those problems.…”

“…Systems design has also been applied to instruction, and Salisbury (1989, p. 42) notes that instructional systems design is the use of systems models specifically in the production of effective and replicable instructional programs. The characteristics of instructional systems design include an integrated plan designed to solve a problem; analysis of all components in a sequential but flexible order; research-based design procedures; empirical testing followed by necessary revisions; and, evaluation of the design model (Gustafson and Tillman, 1991). Brown and Kennedy (1988) refer to conceptual instructional development as the logical application of the notion of systems approach.…”

Toward a post-modern agenda in instructional technology

“…Grounded in the behavioral sciences, traditional approaches to IT share common values, including the use of precisionbased methods, measurement, replicability, predictability and order (Gustafson & Tillman, 1991;Jonassen et al, 1997;Seels & Richey, 1994). Alternative perspectives in our field assume a broader interpretation of technology as the systematic application of all sources of organized knowledge (e.g., literature, science, the arts), suggesting that art, craft and science all have roles to play in IT (Davies, 1981(Davies, /1991Richey, 1995;Seels, 1995).…”