Tuesday, November 07, 2006

Synchronicity: Is ISD Dead or am I dead tired? 

I am at Masie's Learning 2006 having a great time working, learning and networking. This is the most lively I've seen this conference or its predecessor since 1998 or so. Lots of GREAT speakers, new ideas, new vibrant attendees, fun things, compelling discussions/sharing and cool technologies too. I've posted to the Learning 2006 Wiki twice already. It is good, but the days get long. I'm schmoozed-out and it is now 12:50am. I look at the session I'm involved with tomorrow:

Great Debate: 610 Instructional Design is Dead!

I open my email and there's a note from Tony Karrer. He's asking me to re-engage with the ASTD Learning Circuits Blog and join in the fray on this month's Big Question:

Are ISD/ADDIE/HPT relevant in a world of rapid elearning, faster time-to-performance, and informal learning?

Hmm, are we spotting a trend here? Mid-life crisis for Instructional Design? (Can't be me, I sold my convertible last August. sniff)

Or this like that triple-positive biorhythm day in college where you could turn the same paper in for 2 or 3 classes? Hmm, speaking of college maybe I should go back to school and study Competencies or Knowledge Management. Seems like these are the new buzzwords for enterprise learning systems. Nah, this ISD "fad" thing paid for the last convertible, so I'll stick with it for a bit. Who knows, maybe I should check Adobe job listings.


Comments:
Interesting Tom. I am here at the conference as well and hearing the buzzwords. I was thinking about the Instructional Design question at a higher level. We no longer have the option of just designing at the course level. Not that this was where we always lived, but it was kind of a "sweet spot". Now, we have to think about design at the "macro" and "micro" levels of learning and make sure new technologies and new content aggregations have the components we know are needed to engage a learner and improve performance.... Maybe I'll swing by the debate and see what you think.
 
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