Design models as emergent features - An empirical study in communication and shared mental models in instructional - Volume 32(2) Spring / printemps 2006

Oct 15, 2026

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Paper presents empirical results on instructional design in e-learning, comparing three teams developing a shared-unit through a fast prototyping design and development model. Teams reported using the same roles and model, yet each project required interpretation and adaptation by the group. Findings show the prescriptive model guides activities but becomes an emergent, practice-specific feature. Analysis highlights impacts on team communication, shared understanding, individual perspectives, and implementation of instructional design models.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages27

Reading Time1 h 8 min

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Abstract

Introduction

Instructional Design models and practice

Instructional design teams

Communication practices in instructional design

Canadian Journal of Learning and Technology Volume 32(2) Spring / printemps 2006 Design models as emergent features: An empirical study in communication and shared mental models in instructional Luca Botturi Authors Luca Botturi, is an Instructional Designer with eLab, Universit à della Svizzera italiana, Lugano, Switzerland. Correspondance regarding this article can be sent [to](toluca.botturi@lu.unisi.ch)[luca.botturi@lu.unisi.ch](toluca.botturi@lu.unisi.ch) Abstract Abstract: This paper reports the results of an empirical study that investigated the instructional design process of three teams involved in the development of an e learning unit. The teams declared they were using the same fast prototyping design and development model, and were composed of the same roles ( although with a different number of SMEs) . Results indicate that the design and development model actually informs the activities of the group, but t hat it is interpreted and adapted by the team for the specific project. Thus, the actual practice model of each team can be regarded as an emergent feature . This analysis delivers insights concerning issues about team communication, shared understanding, individual perspectives and the implementation of prescriptive instructional design models . Ré sumé : L’article pré sente les ré sultats d’une étude concrète qui a mis l’accent sur le processus de conception de l’enseignement de trois é qui pes participant à la cré ation d’une unit é d’apprentissage en ligne . Les é qui pesont déclaré qu’elles utilisaient la mê me conception de prototypage rapide et le mê me modèle de développement et qu’elles avaient les mê mes rôles (bien qu’un nombre différent d’experts en la matière) . Les ré sultatsindiquent que la conception et le modèle de développement repré sentent bien les activ it é s du groupe, mais qu’ils sont interprét é s et adapté s par l’é quipe aux fins du projet en question. Ainsi, le modèle pratique de c haque é qui pe peut être considéré comme article é mergent. Cette analyse rend compte d’opinions touchant des questions comme la communication au sein de l’é quipe, la compréhension partagé e, les perspectives individuelles et lamise en œuvre de modèles normatifs de conception de l’enseignement. Introduction Instructional Design models and practice Research in Instructional Design (ID ) has produced a number of models that strive to blend prescriptive value and proximity to the practice of instructional designers . ID models are rooted in different cultural and epistemological perspectives . Classic ID models, for example ADDIE ( Leshin, Pollock & Reigeluth, 1992; cf. also the idea of ADDIE models, Visscher Voerman, 1999) stem from a behaviouristic view of teaching and learning ( cf. Dick, Carey & Carey, 2001) . More recent ID models, such as the one proposed by Morrison, Ross and Kemp (2003) , offer a more heuristic approach in order to make it more responsive to the practice . Still other scholars have proposed constructivist instructional design models ( e .g., Willis, 2000) . What actually happens in the practice of instructional designers? What do they do, and how do they structure their activity? A recent literature review by Kenny, Zhang, Schw ier and Campbell (2005) indicates that astonishingly, in a field that produced a plethora of more than a hundred theoretical models (Andrews & Godson, 1995) , only seven papers reported findings of empirical studies about the practice of instructional design, and only three case studies indicated the activities designers actually performed. By that review, it seems that despite being widely used in the education of future instructional designers, ID models tend to only inspire the practice, without really informing it—the model gets adapted to each specific project and situation. Instructional design teams ID theory presents the instructional designer as a person who demonstrates design competencies on the job regardless of job titl

FAQs

What does the study examine in instructional design teams?

The study investigates how instructional design and development teams communicate and how their shared practices relate to an instructional design (ID) model while developing an e-learning unit.

How do teams use the same fast prototyping design and development model?

Teams declare they use the same fast prototyping design and development model and similar roles, but the model is interpreted and adapted to fit each specific project, shaping actual practice.

What are the key insights reported by the analysis?

The analysis provides insights into team communication, shared understanding, individual perspectives, and the implementation of prescriptive instructional design models.

Oct 15, 2026

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