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Pebble-in-the-pond model for instructional development

By M. David Merrill


Instructional systems development (ISD) has recently come under attack to suggestions that it may not be an appropriate methodology for developing effective instruction (Gordon & Zemke, 2000). ISD is accused of being too slow and clumsy, of claiming to be a technology when it is not, of producing bad instruction, and of being out of touch with today’s training needs. Someone said, “It is a bad craftsman that blames his tools. ” It should be obvious to the thoughtful observer that the problem may be the implementation of ISD, not a systematic approach itself. At the highes

Year: 2002
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