Instructional Systems Design is a recognized standard. It is similar to a policy analysis model that is used when developing policy standards. In the course of policy analysis and using a systems type of approach, this method is sometimes called the "black box." When developing policy, the policy is designed, which then enters an input stage and it is further developed and implemented. After implementation, the policy is evaluated and analyzed for any changes that may be needed. In Instructional Systems Design, the primary design is evolved into development, which then is implemented, in turn the design is evaluated and then analyzed. This approach is very standard and used often; however, it is not the only style used in the field by developers. For example, if we look at the Internet and America Online, AOL's system is simplistic and easy to use. Second, many people stay with AOL regardless of other systems offered to them because of a comfort zone, they like what they are accustomed to using and do not want to change even though there are other methods available that might even be better. Third, each provider on the Internet has a different goal or outcome to reach, some are business focussed and some focus on the consumer. Therefore, the ISD method is usually just the method of choice that the developer wishes to use.

There are many models available and there are six ISD models. For instance, there is the traditional Dick and Carey (ISD), Hannifan and Peck, Knirk and Gustafson, Jerrold Kemp, Gerlach and Ely, and Rapid Prototyping (http://www.seas.gwu.edu/student/sbraxton/ISD/id_models.html) models just to mention a few. Each of these models are objective and show the learner the way. They are not necessarily constructivist in nature. Each one of these appear to assume that people will learn easily, learners receive their knowledge, learning is a behavior, learners are like a blackboard and just waiting for information, and skills are acquired. The goals of ISD are central to design.

Then there is also the Intelligent (interactive) Tutoring model(http://www.bbn.com/products/
ilt/inttutor.htm), and the Cognitive Flexibility Theory(http://alcor.concordia.ca/~tbolton/edcomp/
mod10b.html). These are both constructivist approaches. Each of these two could be useful in developing distance education courses. In these approaches, each assume that people transfer knowledge, learners construct their own knowledge, learning is cognitive and is constantly growing, learner bring their own experiences to the table, and assessment is holistic. The goals of constructivist models are the needs of the learner.

Intelligent Tutoring at BBN is used now. It incorporates distance learning systems; computer based systems such as Authorware, Director, ToolBook, and IconAuthor. It also uses self-paced instruction, embedded interactive software, and virtual reality programs. The bulk of the distance education is delivered via the Internet. The particular style that BBN is currently using is less expensive than the traditional methods. The embedded training uses real life examples with real time solutions. The embedded software is similar to FirstClass in that the software is available in the menu bar and once activated, it is configured via server but everything else is still functional. The Computer Based Training aspect allows students to move at their own pace and interact with the system and other students. The center of focus is learning. The other aspects of the experience (embedded, distance education, Internet/Intranet, Just-In-Time, and Traditional) fan out like an electric fan. The learner is central to all aspects.

The central goal of Cognitive Flexibility is that which the learner takes in from the environment. There are five tenets to the theory. First, define the boundaries of the class. For instance, in Distance Education: Theory and Practice, the boundaries are set as the text, the Internet, and the software package FirstClass. Second, identify the elements of the boundaries. In Distance Education: Theory and Practice, the students need to know how to use FirstClass, the Internet, email, and the computer. The students are told that there are elements of FirstClass that they will not have access to and there are areas of the software that are critical to use. The students also receive explicit instructions on usage. Third, set up various links for contact. In the same class, there are links online to reach fellow students as well as faculty. This way, if there is a problem with FirstClass, there are other modes of class communication. Fourth, it is important to have controlled access. For example, a search engine, students need to have the opportunity to learn to use these themselves and set their own parameters. This way students set their own objectives. Fifth, students need the chance to reflect on what they are doing. This is not assessment. The students just need the opportunity to see how their work is progressing. This way, an instructor may provide guidance for problems. In addition, the theory allows for flexibility, creativity, somewhat self-paced, and self-exploration. It also leaves room for enabling a student's self-confidence.

There is a course offered by the Rio Salado Community College in Phoenix on the Internet about the Internet (http://www.rio.maricopa.edu/ci/riointernet/visit/visit_bpc133da/lesson05.shtml). By using the general design principles outlined on page 122-123 in Distance Education: A Systems Approach that is written by Moore and Kearsley, the prospective student may learn a lot about the quality of a class at a given institution. The structure of the class appears strong. There are links to outside areas to assist the learner. There is a navigation layout at the top that navigates throughout the page. There is also a navigation bar to the left that will navigate throughout the college. It appears that it may be difficult to get lost on this page. However, Rio only provides a sample page and the visitor goes no further. The objectives of the course seem clear. The links provided throughout are difficult to miss including a syllabus, due dates, and a home page. There are small units of concentration on the page. They are broken down to navigation, introduction, focus, vocabulary, assignments, assessment, and summarization. It is not clear, whether there is planned participation and interaction in the class. The class page gives examples of Internet netiquette and explains that the learner may see it again. It is not clear, whether or not there is ample repetition. The page provides links to two lessons. It does provide study questions after the lessons to synthesize the material. The page is fairly well designed in that it is appealing to the eye. It is not clear, whether there is variety of exercises. It is also not clear, whether there is an opportunity for open-ended assignments, examples, and problems to allow students to adapt the content to their own interests. It is not clear, whether or not there is forum for feedback. From the outside looking in, one would have a hard time deciding to pay for this class based on this sample page only and these criteria.

Jim Bunnell
james_bunnell@hotmail.com
diamondback@netscape.net