An ISD Model for Building Online Communities: Furthering the Dialogue.

The purposes of this paper are to: share insights into the development of online collaborative learning experiments; discuss the role of instructional systems design (ISD); and present examples of design components within an ISD-based framework. The model presented explains the people, processes, and products that are involved in creating online learning communities for K-12 students and teachers. The paper first reviews research and theory from both constructivist and ISD literature, arguing that a model that draws on the strengths of both perspectives is preferred. The product of the model presented is a sustained learning community, and an active network of people conducting projects using networked connections and resources. Discussion then moves to the development of learning communities intended to support many simultaneous projects employing the common stages of ISD, which are discussed in detail. These stages are: management (creating the development team); front end analysis (selecting a theme, identifying resources); design (providing communications tools, identifying shared interests and teams); development (developing projects); implementation (participants produce original work, share process information); evaluation (assessing published work and providing feedback, evaluating the system); and dissemination (sharing information on process, outcomes, and useful products). A table shows the stages of development, key activities, and evaluation issues. (Contains 36 references.) (AEF) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** An ISD Model for Building Online Communities: Furthering the Dialogue Jason Ravitz 00 Syracuse University O cr Abstract This model explains the people, processes, and products that are involved in creating online learning communities for K-12 students and teachers. It is hoped that by organizing and making explicit what is done, the level of discussion will be raised and practice will be improved. The purpose is to help those who would engineer the process, analyze it, shape it, and evaluate it in order to provide better educational experiences for learners. This paper reviews research and theory from both constructivist and ISD literature, arguing that a model that draws on the strengths of both perspectives is preferred The product of the model is a sustained learning community, and an active network of people conducting projects using networked connections and resources.This model explains the people, processes, and products that are involved in creating online learning communities for K-12 students and teachers. It is hoped that by organizing and making explicit what is done, the level of discussion will be raised and practice will be improved. The purpose is to help those who would engineer the process, analyze it, shape it, and evaluate it in order to provide better educational experiences for learners. This paper reviews research and theory from both constructivist and ISD literature, arguing that a model that draws on the strengths of both perspectives is preferred The product of the model is a sustained learning community, and an active network of people conducting projects using networked connections and resources. Introduction This paper was originally written in response to a special issue of Educational Technology (Sept-Oct, 1995) entitled "Constructivist Learning Environments" that highlighted the tension between educational researchers conducting constructivist learning experiments and the Instructional Systems Design (ISD) community. Lin et al. (1995) provide an invitation to dialogue, arguing that such an effort is worth undertaking. The author has had the opportunity to work with constructivist educational researchers outside the field of ISD. Some of these researchers see ISD-type programs as being on the "wrong side of a paradigm shift". This paper examines the knowledge that is growing around the use of networks for collaborative learning, and the role that ISD processes can play in advancing this work. It hopes to contribute to the dialogue proposed by Lin et al. (1995) by discussing some of the strengths of the ISD approach. In order to do this, this paper attempts to do the following: 1. Share insights into the development of online collaborative learning experiments 2. Discuss the role of ISD, challenges, and how ISD can be relevant 3. Present examples of design components within an ISD-based framework Wilson, et al. write, "The literature on constructivism is filled with theoretical dialogue but few design models or concrete suggestions for practice". In their article, Lin, et al., argue that "a structure for organization and management could be of great benefit to those attempting to implement the idea of learning communities" (Lin et al., 1995). ISD seems well suited to provide this structure. People trained in ISD have unique talents to bring to bear on the development of collaborative experiments. According to Lin, et. al., "A strength of the instructional design community is its ability to articulate, manage, and systematize the process involved in designing effective learning environments" (p. 59). Educational Context: A new paradigm? There is a growing body of literature that discusses using computer networks as an interactive communication-rich environment to foster collaboration and shared construction of knowledge (Fishman and Pea, 1994; Gordin, et al., 1994; Gomez, et al., 1994; Hunter, 1993; Koschmann, et al., 1993; Ravitz, 1995; Riel, 1989; Romiszowski and Ravitz, 1997). To the extent that these networks are used to form partnerships for social and educational experiences beyond the classroom, one sees the development of a "unique model of network learning" (Riel, 1994). For developers, the Internet has helped to bring about a shift from an "instructional" model to an information-age "conversational" model of learning (Chang and Romiszowski, 1994; Reigeluth, 1994; Romiszowski and Ravitz, 1997). Jonassen (1995) notes that while new technologies can make individualized learning more powerful, they can also be used by constructivists "to support conversation among communities of practitioners and learners". . For leaders of this movement, it is necessary to reconceptualize "the computer as a knowledge presentation device to one that supports a pedagogical focus on communications in support of collaborative learning" U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement ' EDUCATIONAL RESOURCES INFORMATION "PERMISSION TO REPRODUCE THIS CENTER (ERIC) V This document has been reproduced as MATERIAL HAS BEEN GRANTED BY received from the person or organization Q originating it. M. Simonsen 02 Minor changes have been made to 297 improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC)." document do not necessarily represent official OERI oosition or oolicv. BEST COPY AVAILABLE (Koschmann et al., 1993). Fishman and Pea (1994) write that "the network's true power comes from the synergy of many dispersed minds working together to solve problems and discuss issues." This context for this model involves the creation of environments that support collaboration and cooperative (Heinich, Molenda et al., 1996, p. 322) learning experiences. Learning is seen as taking place through the social construction of knowledge with authentic activities providing greater motivation and meaning to students (Collins, 1994; Riel, 1994; Riel and Levin, 1990). Furthermore, a more active role for teachers and students is being sought through the "participatory-design" of instruction (Silva and Breuleux, 1994). Instead of being overly prescriptive, teachers and students "help define or select content and design their own learning experiences" (Wilson, et al, 1995). In sum, the purpose of this model is not to deliver instruction, but to foster meaningful learning