Reconceptualizing Instructional Message Design: Toward the Development of a New Guiding Framework

According to Pettersson (2002, 2007), message design in the broadest sense comprises the analysis, planning, presentation, and understanding of the content, language, and form of messages that are created for the purpose of satisfying the aesthetic, economic, ergonomic, and subject matter information needs of the intended receivers. More specifically within the educational context, message design has been defined as the manipulation and planning of signs and symbols for the purpose of modifying the cognitive, affective, or psychomotor behavior of one or more persons (Fleming & Levie, 1978, 1993; National Council for Accreditation of Teacher Education (NCATE), 2000, 2005; Seels & Richey, 1994). As a part of the overall instructional design process, instructional message design is the point at which generalized specifications about the nature of instruction are translated into the specific plans for the instructional materials to be used and how they should be designed in order to enhance learning from them (Grabowski, 1991; Reigeluth, 1983). And, like the field of instructional design generally, perspectives on instructional message design have changed as the theoretic orientations of psychologists and educators have changed over the years about how people learn.

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