Abstract

Instructional design is defined as the analysis of instructional problems and their solutions. A majority of the instructional design textbooks depict the process as systematic and logic-driven, employing flow-chart diagrams to explain the complexity of analysis. A negative consequence of this practice is the design and development of instruction that in turn becomes "linear" and lock-step, often lacking in imagination and creativity. This paper explores a visualization of the instructional design process to encourage a focus on four types of instructional interaction at the lesson level for distributive learning formats. The model promotes a design emphasis in four categories: learner to interface (addressing learner affordances), learner to learner (addessing collaboration), learner to content, and learner to teacher (addressing social presence). Strategies to scaffold instructional content begin with a knowledge-level base and are supplemented by generative instructional strategies to address conceptual, procedural, and principle level content. Formative data is shared to promote discussion and critique of the model.