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Constructivist values for instructional systems design: Five principles toward a new mindset

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Abstract

In this article, the implications of constructivism for instructional systems design (ISD) are summarized as five principles that integrate the affective and cognitive domains of learning. In contrast to current views, it is suggested that constructivist philosophy offers instructional designers an alternative set of values that may significantly influence the emphasis of ISD methods without undermining the coherence and consistency of the ISD model. Distinguishing characteristics of the two approaches are described, based on a review of recent literature. The article concludes with the assertion that the influence of constructivist philosophy on ISD should be to focus attention on critical enabling objectives traditionally overlooked by instructional designers.

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  1. the Department of Educational Research at Florida State University, USA

    David Lebow

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Lebow, D. Constructivist values for instructional systems design: Five principles toward a new mindset. ETR&D 41, 4–16 (1993). https://doi.org/10.1007/BF02297354

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