n the Seel text (https://www.google.com/books/edition/Instructional_Design_for_Learning/UmCwDgAAQBAJ?hl=en&gbpv=1&printsec=frontcover ), the authors argue that instructional design is a scienc

n the Seel text (https://www.google.com/books/edition/Instructional_Design_for_Learning/UmCwDgAAQBAJ?hl=en&gbpv=1&printsec=frontcover ), the authors argue that instructional design is a science (pp 6-7). To what extent do you agree with this claim? How much of what educators do to prepare students to learn is an actual science? Reflect  with practical examples on what makes instructional design “a science”.

To inspire your reflection, consider what is the intention of a scientific claim? What do all sciences have in common and consider whether these commonalities are in the field of education?

Consider this quote: “Instructional Design is the art and science of creating an instructional environment and materials that will bring the learner from the state of not being able to accomplish certain tasks to the state of being able to accomplish those tasks. Instructional Design is based on theoretical and practical research in the areas of cognition, educational psychology, and problem-solving” (Siemens, 2002).

This assignment will be assessed by your instructor using the Portfolio rubric.

Reference:

• Siemens, G. (2002, September 30). Instructional design in e-learning.  https://sites.google.com/site/instructionaldesignandtraining/e-learning/instructional-design-in-e-learning-by-george-siemens
• Seel, N. M., Lchmann, T., Blumschien, P., & Podolskiy, O. A. (2017). Instructional design for learning: Theoretical foundations, 1 – 17. https://www.google.com/books/edition/Instructional_Design_for_Learning/UmCwDgAAQBAJ?hl=en&gbpv=1&printsec=frontcover

References

1. Botturi, L. (2003). Instructional design & learning technology standard. ICeF – Quadernidell’Istituto 9, 4-69. https://doc.rero.ch/record/5154/files/1_icefq09.pdf

• Read pp 4-69. This report is devoted to presenting some of the most referenced Instructional Design models and the up-to-date state of the definition of learning technology standards. Its goal is not to offer an exhaustive summary of the discipline or of the field of educational technologies, but to provide a first critical introduction into the design of education. Basic vocabulary and terms will be introduced and defined.

2. Seel, N. M., Lchmann, T., Blumschien, P., & Podolskiy, O. A. (2017). Instructional design for learning: Theoretical foundations, 1 – 17. https://www.google.com/books/edition/Instructional_Design_for_Learning/UmCwDgAAQBAJ?hl=en&gbpv=1&printsec=frontcover

• Read pp 1-17. This chapter introduces the basic philosophy of instructional design and the central concepts essential to creating effective learning environments. Drawing on the work of Gagne (1965) and Roth (1963), the authors explain the science of instructional design as an important component of educational planning.

Optional Videos

1. Montes, B. (2013, October 12). Instructional design-unit 1: An introduction [Video]. YouTube. https://www.youtube.com/watch?v=DC1SeMVuICM (10:00)

• The runtime on this video is 10 minutes. Montes provides an introduction to instructional design, models of instructional design, and the ADDIE model of instructional design.