Abstract:

The main idea is that instructional design is sophisticated enough to address the complexity encumbered within spaces dedicated to intentional learning. The claim is that intentional learning spaces are complex. Intentional learning refers to those activities upon which both the student and the teacher agree are required to consider any instruction as having been successful. Instruction is defined here as being inclusive of both teaching and learning. In other words, you cannot have one without the other and call it instruction.

Instructional design is defined here as the systematic approach to responding to the complexities associated with intentional learning. The complexity of learning space is due to the multiple interactions that occur in the classroom; this includes in-person as well as virtual. Further, complex learning spaces require processes equally complex to create effective teaching and learning materials. The purpose of this session is to illustrate ways in which instructional design responds to the complexity of learning space.

A learning space paradigm is the feature of this session. The learning space paradigm will highlight dyadic and triadic relationships that require attention throughout the analysis, design, development, implementation and evaluation processes. This topic is intended for people who design spaces dedicated to teaching and learning, such as teachers, educational administrators, architects, structural engineers, web site developers and instructional designers. The information being presented should prove to be valuable for facilitating the variety of inter-relationships within their own learning spaces.

Keywords:

Instructional Design, Learning Space, Complexity.