[From Richard Thurman (970130.0816)]
Chris Cherpas (970129.1833 PT)
Now if there was just a single case where someone had
designed an instructional program to teach even a small
part of an academic subject using PCT, I could justify
the extra time it would take me to learn PCT in reasonable
depth. As it is, I design instructional programs with a
partial understanding of PCT, but not much hope that I'm
really doing it justice yet.
I am very interested using PCT as a basis for designing instruction. And
I have come to realize that it will take some rethinking to come up with a
PCT-based theory. I am steeped in the behavioral tradition of ISD
(meaning I have been taught in the traditions of Bob Gagne and Dave
Merrill). It takes some rethinking to come to grips with the idea that
Instructional Systems Design (ISD) is no further along in its maturity
than is behavior modification. (As you probably know, the whole basis for
many ISD theories is simply a rehash of behavior modification and
Skinerian programmed instruction.)
I really hate starting from
scratch, but if I ever succeed I guess I'll just have to
claim all the glory for myself. On the other hand I may
just have to accept that PCT only promises educational
applications.
Here's a project that might help. Charles Reigeluth edited a compilation
of instructional design theories and models into a book in the early 80's
(Reigeluth 1983). He then asked each author of the original theory to use
their system to design a course on using a microscope. Each author was
given the same subject matter (adjusting a microscope) and given the same
terminal objectives. It was their job to come up with a complete
instructional module utilizing their own particular instructional theory.
He then compiled the results into a second book (Reigeluth, 1987).
These two books give a novice instructional designer a concise reference
to the leading ISD theories and a concrete example of how to do the design
according to the particular theory under study.
Why not write up a PCT-based model (or theory) of instruction as if you
had been asked to contribute to the Reigeluth (1983) book and then build a
PCT-based course on adjusting a microscope to be incorporated into the
1987 book.
I would guess that such a project would help you greatly as you "start
from scratch." (It would certainly help me greatly to see someone else's
take on PCT-based instructional design.)
Also, if you haven't already, you may want to take a look at some classic
papers on PCT and the educational process that Hugh Petrie (Dean of the
Graduate School of Education, SUNY) put together.
Finally, I think Dag Forssel has a tape of the PCT symposium that was held
at the 1995 annual meeting of the American Educational Research
Association. You may want to take a look at a copy of the tape. It may
help with some ideas on how PCT fits into designing educational
interventions.
Regards
Rich
References:
Reigeluth C. M. (1983). Instructional-Design Theories and Models: An
Overview of Their Current Status. Hillsdale, NJ: LEA
Reigeluth, C. M. (1987). Instructional Theories In Action : Lessons
Illustrating Theories and Models. Hillsdale, NJ: LEA
