Philosophy of instructional design

Teaching and Learning are fundamental to human nature. My philosophy of instructional design comes from a 'human potential' and 'performance improvement' perspective. Inside every person are innate talents and potentialities. It is the role of the designer to create experiences to entice the learner to gain new skills, as well as practice and develop existing talents. By doing this in the proper way - with respect for ourselves and each other - we can improve not only the lives of our students and organizations, but humanity as a whole.

"Education is not the filling of a pail, but the lighting of a fire." (William Butler Yeats)

"Education is the most powerful weapon which you can use to change the world." (Nelson Mandela)

My epistemology is non-dogmatic, but generally guides me to constructivism, as outlined in 'The case for constructivist classrooms' by Brooks and Brooks.   I believe that a diverse and balanced blend of activities will achieve the best results for the most learners.  I believe educational environments should resemble jungles or forests, not an assembly line.

My professional influences are Richard Mayer, Charles Reigeluth, and Stephen Downes. Richard Mayer is an empirical researcher concerned with the impact of multimedia on learning. His book, 'e-Learning and the Science of Instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning', is a clear explanation of learning theory, research and implementation in eLearning scenarios. Charles Reigeluth and Stephen Downes talk about the changing landscape of learning and how games and internet technologies, respectively, can aid the shift to a new 21st Century, Information Age paradigm. You can find an expanded list of influences in the reference section.