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In this discussion a class of instructional design (ISD) processes is posited, that intrinsically trend towards increasing complexity in their design, in order to meet newly formed theoretic perspectives. hDAS… Click to show full abstract
In this discussion a class of instructional design (ISD) processes is posited, that intrinsically trend towards increasing complexity in their design, in order to meet newly formed theoretic perspectives. hDAS is introduced, that addresses an on-going increase in complexity of ISD, through a paradigmatic change, in which the outcome of the design is also the design process adapted to current theoretical understanding and discipline needs. The way forward, as formalized in hDAS, is tailoring of ISD through DBR and Agile software development. In this paper a context for hDAS is presented by reflection on hDAS in ISD that uses: ADDIE, Agile and explicitly tests educational theory. hDAS resolves gaps identified for each of these. By enacting hDAS a tailored ISD method is induced that meets the current theoretic and vocational understanding for the instructional situation.
Journal Title: Headache
Year Published: 2020
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