El marco de la teoría de la instrucción parece perdido ¿No es hora de que lo encontremos de nuevo?

Palabras clave: Teoría de la instrucción, Métodos de instrucción, Investigación de diseño, Sistemas complejos

Resumen

La mayoría de los investigadores que diseñan experiencias innovadoras de aprendizaje digital y luego realizan investigaciones que investigan la utilidad de esas experiencias de aprendizaje, no aplican completamente la teoría de la instrucción (Reigeluth, 1983, 1999; Reigeluth y Carr-Chellman, 2009a) como la base de sus diseños y El foco de su investigación. Esta elección impacta negativamente el juicio de diseño de los investigadores (Boling, et al.2017) y su credibilidad como garantes del diseño (Stolterman y Nelson, 2000). Esto finalmente conduce a barreras de difusión cuando se difunden sus innovaciones de aprendizaje digital. El propósito de este documento es ayudar a los investigadores y diseñadores de experiencias de aprendizaje a superar estas barreras de difusión al adoptar la teoría de la instrucción como base para sus diseños y utilizar seis principios para realizar investigaciones alineadas con la teoría de la instrucción: 1) Conocer los sistemas complejos cualitativamente, 2) Valor los fundamentos del diseño del tratamiento, 3) Practique una consideración imparcial de los métodos de instrucción, 4) Respete el triángulo de hierro del diseño de instrucción, 5) Distinga entre métodos y medios, y 6) Conozca su teoría de diseño de instrucción personal.

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Publicado
30-09-2020
Cómo citar
Reigeluth, C. M., & Honebein, P. (2020). El marco de la teoría de la instrucción parece perdido ¿No es hora de que lo encontremos de nuevo?. Revista De Educación a Distancia (RED), 20(64). https://doi.org/10.6018/red.405871
Sección
Theories of learning and instructional theory for digital education