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Design Document for the Redesign of INTE 5160: Managing ILT Projects INTE 6750: Current Trends and Issues in Instructional Technology Kenny Hirschmann & Kim Prokosch

November 19, 2011

Abstract To satisfy the requirement of the Emergence of the Profession assignment, this

document will explore some of the history of Instructional Design and Technology and

Distance Education. However, the main focus of this document is on the origins of the

Social Constructivist movement and the impact of technology on its models. INTE 5160

is being redeveloped within a Social Constructivist and Learner-Centered framework,

so this historical perspective helps to elucidate the context for our design decisions.

I. Instructional Design and Technology

Emergence of Social Constructivism

In the early 20th Century, instructional technology consisted of a teacher, blackboard

and chalk. Behaviorism was the dominant philosophy at the time, and John B. Watson

was one of its most prominent proponents. Watson was only concerned about the

effect of learning on behavior. To him, behavior was simply a matter of stimulus and

response (Watson, 1913). It wasn’t until the 1920s and 1930s that the philosophy of

constructivism truly began to take shape.

Though many attribute some of the earliest constructivist writings to John Dewey

(who happened to be a native of Burlington, VT), it was Jean Piaget and Lev Vygotsky

that separately fathered what was to become the dominant philosophy of learning for

the next century. Like Behaviorism, Constructivism is a philosophy and not an

instructional theory. However, unlike Behaviorism, it has a distinct appreciation and

interest in human consciousness. Piaget was interested in how children perceive the

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world, how they develop, and most importantly how they learn. Through his research

he came to realize that knowledge is gained through interaction. It is not simply

absorbed or memorized, but rather constructed by active participation and discovery.

Piaget believed that in formal education the role of the teacher is to facilitate the

construction of knowledge by creating opportunities to explore and assimilate, not to

push knowledge down (Livingston, 2010).

Vygotsky came to a similar conclusion through his studies, though he placed more

emphasis on the value of social interaction than Piaget did. To Vygotsky, a child must

learn twice, once through social interaction and then once individually. He theorized

that children have a “Zone of Proximal Development” which is the additional learning

that is to be gained through a “More Knowledgeable Other” such as a teacher or a

parent (Vygotsky, 1978).

The work of Piaget and Vygotsky began a cascade of research down two parallel

paths, one based on cognitive theory and the other on social theory. Interestingly

enough, both Vygotsky, Piaget and those that followed believed that interaction is

necessary for effective learning, yet until the advent of interactive computing most

instructional technology of 20th century was passive. During Vygotsky’s time it was

silent film and then the “talkies”. Piaget, who lived much longer, lived to see the

rise of radio and then television.

Following in the path of Vygotsky, Jerome Bruner theorized that structure is a

required component of a child’s learning. He developed models of scaffolding

instruction and the spiral curriculum that went on to influence M. David Merrill and

Charles Reigeluth, among others.

In the 1990s, as computers became more prevalent and constructivist teaching

methods began to spread in schools throughout America, new theories of instructional

design began to emerge. Early in the decade the American Psychological Association

(APA) created a Task Force on Psychology in Education whose main task was to

develop a set of common principles drawn from the application of contemporary

psychological theory in education. The result was the development of 12 principles

that helped to define the learner-centered model of instruction. This model focuses

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instruction on specific learner-needs based on their personal history, interests and

needs. The principles define how to design instruction and model teaching practices

to achieve the highest levels of motivation and learning possible (McCombs & Vakili, .

There have been many proponents of this new methodology including David Jonassen.

Jonassen Is a proponent of Activity Theory in the development of collaborative

learning environments. Activity Theory was first postulated by Vygotsky and

elaborated on primarily by A.N. Leontiev. The concept of Activity Theory is the

triangular relationship between a subject, an object and some type of mediation tool

or instrument between them which could be culture, language or philosophy. This

differed from cognitivism in that it studied not just the individual, but the whole

activity. Jonassen extrapolates this theory to suggest that effective learning

environments are created when opportunities are provided to simulate authentic,

relevant real-world experiences for learners.

While this is by no means a comprehensive study in the development of Social

Constructivist theory over the last century, it does provide a framework for our

project. Using many of the concepts that are common throughout the breadth of

work, we will attempt to apply elements of several different models to this course.

II. INTE 5160 Redevelopment: Project Overview

Executive Summary

INTE 5160 is being redeveloped to give students a more robust learning experience.

The most recent iteration of the course focused on the completion of only one

project, and it was evident that this approach did not meet learners’ needs. The

course is being redeveloped with a very different structure, which will allow each

learner to participate more fully in the coursework and achieve more tangible

learning outcomes.

Summaries

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1. Instructional setting: INTE 5160, Managing ILT Projects, is a required course in

UC Denver’s graduate certificate and masters program in Instructional and

Learning Technologies with a focus in eLearning design and implementation. All

graduate students enrolled in these programs must take this course, which is

focused on teaching comprehensive project management skills in the eLearning

field. This graduate-level courses taught in a fully online, 8-week long format,

through UC Denver’s LMS (eCollege).

2. Goals and outcomes: There are many goals of this redevelopment project, and

they are all learner-centric. At this stage of the project, the goals are:

a. To give students the opportunity to learn management knowledge that

can be clearly transferred to a professional setting.

b. To provide students with a robust learning environment, with varied

assignments and methods of assessment.

c. To bolster interpersonal skills by working in a collaborative, group

format.

d. To ensure that the knowledge gained in the course can be applied in

different types of professional settings (including higher education,

corporate environments, etc.)

e. To provide students with a supportive learning environment.

f. To use varied types of collaborative and communication tools that will

allow students to gain the skills that will enrich their ability to succeed

in the online environment as both students and professionals.

g. To reinforce skills learned elsewhere in the program.

h. To meet professional competencies for management of instructional

design (AECT and IBSTPI).

3. Learner needs and characteristics: The students who will take this course are

enrolled in either the certificate or masters program in Information and

Learning Technologies, with a focus on eLearning design and implementation.

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They will have varied educational and workplace backgrounds, but all will have

at least a bachelor’s degree prior to their enrollment in this course. All

learners will have prior experience in eCollege and working on both individual

and group projects for the program.

4. Instructional objectives and assessments: At this time, the instructional

objectives and methods of assessment have not been fully developed. Below is

the tentative weekly outline for the course.

Week 1: Introduction to Project Management for eLearning

Week 2: Analyze/Initiate

Week 3: Design/Plan (Part I)

Week 4: Design/Plan (Part II)

Week 5: Development & Implementation/Execute

Week 6: Evaluate/Monitor/Control/Close

Week 7: Ethical considerations

Week 8: Presentations

The weekly agendas and activities are found in the Analysis section of this

document.

5. Project management: This project is a collaborative effort. Kenny Hirschmann

and Kim Prokosch are the primary participants in this project, and they

delegate work and assign tasks to effectively manage this project. All major

milestones are created in conjunction with Brent Wilson, the director of the ILT

program. Patti Shank is an outside consultant for this project, and is involved in

the creation of materials and verification of created content.

6. Tool assessment: The main tools used for this project will be the UC Denver’s

LMS and Dreamweaver. The use of the college’s LMS is mandatory, and both

developers are very familiar with Dreamweaver.

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7. Instructional design model: INTE 5160 is being redeveloped within a Social

Constructivist and Learner-Centered framework.

8. Learning activities: The learning activities in this course will be highly

contextual and will require active participation from learners. Activities will be

both individual and group-based, and will require many different types of

deliverables.

III. Analysis

A. Instructional Setting

1. Instructional need or opportunity: The need for this project arose after the

summer 2011 offering of INTE 5160. At that time, the course was developed

around one main project (a group-based response to a RFP), and the course did

not deliver the stated learning outcomes. Students in the ILT program have a

very reasonable expectation of learning skills that can immediately be applied

to their workplace, and the fact that this was not the case in the summer 2011

version of the course proved that there was an enormous opportunity in the

redevelopment of the course.

2. Pacing and rationale: INTE 5160 is an instructor-led course, and will progress

on a weekly schedule. There will be structured activities in every week of the

course, as detailed in the Analysis section of this document.

3. Hardware and software: Students must have access to a computer with

internet access to complete this course. Learners must have a recommended or

supported browser installed on that computer (see part 4 of this section for

more information regarding browsers). Learners must also satisfy the LMS’

technical requirements, which are listed on the UC Denver website here.

4. Browsers and version numbers: The list of recommended and supported

browsers for UC Denver’s implementation of eCollege is found here. All

students are expected to be in compliance with these guidelines.

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5. Internet access: Students can have any type of internet access, including dial-

up access and better. There will be multimedia portions of the course, and for

that reason, it is recommended that students have at least a DSL connection.

6. Firewalls, parental control, access, or security: There will not be any

significant security-related issues regarding access to the course. Students will

already have access to eCollege and will have already used it for previous

courses. UC Denver’s technical support staff will be available to provide any

necessary assistance.

7. Other hardware/software challenges: A portion of the course will be devoted

to investigating and using web-based technology tools. Students will be

expected to demonstrate aptitude in the research and use of these tools, and

will be responsible for communicating with their peers and instructors if they

experience difficulties.

8. Stakeholders: Some of the major stakeholders in this project are:

a. ILT program faculty and staff

b. Current ILT program students

9. Other instructional context issues: As students of the ILT program, both

Kenny and Kim have a solid understanding of the program’s values and

practices. The redeveloped version of INTE 5160 must be a harmonious part of

the overall program, yet provide unique points not found in other courses.

Thus, it is essential that this course builds upon that which is learned in other

courses, but not repeat that material.

B. Goals and Outcomes

In addition to the stated learning objectives, this course will teach many of the ’soft’

skills that individuals need when managing ILT projects. Students will learn this

information while completing the assigned activities and projects, and will be

reviewed on their application of both the discrete topics covered in the course and

the underlying soft skills that will ensure their success in their workplace.

C. Learner Needs and Characteristics

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Demographics

1. Age range: Students are at least 21 years old. The request for more specific

demographic information will be presented to Brent Wilson.

2. Education levels, degrees, etc.: Students will have already earned at least a

bachelor’s degree. Some may have earned more advanced degrees before their

enrollment in UC Denver’s graduate program.

3. Other factors: It is possible that some users will have disabilities, including

learning and/or physical disabilities such as a lack of vision.

4. Volunteer or compulsory learners: All students are compulsory, as they are

required to take INTE 5160 to complete their certificate or degree program.

5. Prior experience with content: Some students will have prior experience with

the content, as they may have experienced this type of activity in their

workplace. The content will be diverse enough that this should not have an

adverse impact, and students with prior experience will be encouraged to share

that experience with the rest of the class.

6. Prior experience with technology

a. Online instruction: All students will have already taken fully online

courses in UC Denver’s program. They will be familiar both with the

learning experience of a fully online course and the specific LMS

technology used in the course.

b. Internet use: All students will have a great deal of internet experience,

both as students and eLearning practitioners.

7. Learning styles and skills: Students’ existing skills will prove advantageous as

they move through the course, and these skills will be shared with the rest of

the students through discussion forums and other in-class interaction. As all

students will have already taken online courses through UCD, they will all be

keenly aware of how their individual learning styles impact their experience in

the course. All students will be expected to utilize various instructional

methods to reach the stated goals of the course.

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8. Reading level: As all students are enrolled in a graduate program, their reading

level is advanced.

9. Expectations and/or assumptions: It is expected that all students will build

upon the information that they’ve learned in previous courses in the ILT

program. When these expectations are woven into the course, they will be

explicitly stated, to provide students with opportunities to refresh their

memories and skills. It is assumed that students will invest approximately 20

hours to the course per week, keeping with the standard set in the ILT

program.

10. Other learner needs or characteristics: The students in the ILT program bring

a great deal of varied experience to the program, and this class will ask

students to share and utilize that experience. Students in the program expect

all courses to be very high quality and incredibly effective, and that

perspective must always be kept in mind as course materials are designed.

D. Project Management

Program Timeline

INTE 5160 will be redeveloped during the fall of 2011, and all course content will be

finalized before the end of the calendar year. Specific milestones and tasks are still in

development, and will be presented to all of the project’s participants for final

review.

Content Expertise

Both Kenny and Kim have hands-on experience managing ILT projects, and that

experience will be reflected in the course materials. This experience will be

supplemented with a great deal of informative research, and that combination will

facilitate the creation of robust, relevant course materials. Patti Shank and Brent

Wilson are both experts in the field, and their expertise will be deeply influential on

all of the course’s content.

Expert Interview or Request for Assistance

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The need for expert interviews and/or requests for assistance will be identified as the

content is developed, and will occur on as as-needed basis.

Approvals

Once all materials for the course are developed, they will be delivered to Brent

Wilson for final approval. Any necessary modifications will be made after he reviews

all materials.

Organizational change issues

At this time, there are no organizational change issues that should interfere with the

successful completion of this project.

Other resource or project management issues

The largest resource issue is time. As both Kenny and Kim are employed full-time and

taking two graduate courses at this time, the amount of time to plan and redevelop

the course is necessarily constrained. This issue will be controlled through careful

planning, task management, and careful consideration of not allowing scope creep.

E. Scope of the project

Instructional Context

Since this course will be used as part of the ILT program, the course must fit within

the guidelines and standards utilized across the program. Technologically, this means

that it must fit within the framework of eCollege. Pedagogically, the course must

adhere to the quality demanded of all other ILT courses. INTE 5160 will be developed

using an instructional design framework that may be different than other ILT courses,

but regardless, quality principles and standards must meet with the expectations of

the faculty and program director.

Scope Consideration

Once all parties involved formally accept the proposed weekly outline, all content

that is developed must adhere to that outline. Throughout the redevelopment

process, it will be of the utmost importance to ensure that weekly activities will take

an appropriate amount of students’ time. It is essential that additional work not be

added that would exceed that threshold. It is also essential that all content remains

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solidly focused on the specific task or activity in the course. Additional resources may

be provided to students, but it is important that a very tangible sense of focus be

maintained throughout all aspects of the course.

F. Instructional Outcomes

At this time, the weekly outline for the course has been drafted. Once the outline is

formally approved, the instructional outcomes will be formalized. Table 1 contains

the proposed weekly outline and description of topics.

Week Topics Week 1: Introduction to Project Management for eLearning

• Parallels between project management and instructional design

• Environmental considerations

Week 2: Analyze/Initiate • Reviewing & analyzing a RFP

• Project initiation

• Project charter

• Project management triangle (Time, Budget, Scope)

o Focus on scope in this week

• Identifying/basics of resource management

Week 3: Design/Plan (Part I) • Intro to resource management

• Work breakdown structure (WBS)

Week 4: Design/Plan (Part II) • Risk management

• Change management

• Quality management

Week 5: Development & Implementation/Execute

• Time management

• Working with SMEs

• Stakeholder management

• Vendor selection

• Prototyping & formative evaluation

Week 6: Evaluate/ Monitor/ Control/Close

• Controlling projects

• Monitoring/tracking projects

• ROI, CEA (Cost Effectiveness Analysis), SCM (Success Case Method), LIMF (Learning Impact Measurement

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Framework)

• Kirkpatrick’s four levels of evaluation

• Closing strategies

• Project review/reflection

Week 7: Ethical considerations

• Instructional designer as change agent

• Business ethics

• Careers

Week 8: Presentations & reflections

• Reflection

• Careers in ILT

Table 1. The tentative weekly outline for INTE 5160.

Resource needs

At this time, the largest resource need is information. To ensure that INTE 5160 fits

into the rest of the ILT curriculum, it is important to have an understanding of the

program’s entire curriculum.

Other instructional content issues

Because this field is in a constant evolutionary process, it is important to keep INTE

5160 updated with the most current information. It must always be reflective of

current trends, so it is likely that revisions will need to be made each time the course

is offered. This type of update will prove immensely beneficial to students, who will

be presented with information that is clearly applicable and relevant in a workplace

setting.

IV. Design

A. Instructional Design Model & Learning Theory

As described in this document’s abstract, INTE 5160 is being redeveloped within a

Social Constructivist and Learner-Centered framework. The specific impacts of that

framework are described here.

M. David Merrill - First Principles of Instructional Design

Task Centered approach

Learners will engage in a term "whole-task" project that requires that they synthesize

the skills gained through structured group learning activities, readings, discussion and

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multimedia.

Activation principle

Learners will be required to draw upon knowledge gained in previous courses

throughout the learning activities. Additionally, learning materials will be presented

in an elaborative manner consistent with established cognitive-based practices.

Application principle

The term project will be grounded in a real-world problem relevant to each learner's

environment, where possible. It will require that learners apply the skills and

principles of project management and instructional design that have been gained

through previous coursework, self-directed research and presented course materials

as well as structured group activities. Learners will be provided a supportive

environment with feedback and guidance through early stages, followed by

independent elaboration and help on-demand.

Integration principle

Learners will be asked to select a project that is relevant to their personal or work

environments, where possible. By asking learners to engage in real-world problem

solving, they will be motivated to engage further in integrating prior knowledge in the

pursuit of a solution to a problem that has the potential for a positive impact on

multiple dimensions.

B. Learning Activities

Week Topics Activities Discussions

Week 1: Introduction to Project Management for eLearning

• Design of this course – show students the connection to effective instructional design and project management techniques

• Methodologies

Group Activity: Team Agreement Assignment

• Create a team identity or corporate brand

• Develop team agreement

Forum 11: what challenges do you face in your work?

[Consider assigning student leads to help guide discussions – also, lots of material here, maybe too

1 A voicethread forum may be particularly useful for this discussion, to build a supportive learning environment and facilitate the creation of connections among students

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o Project Management Institute/ PMBOK

§ IPEMC

o Agile/Scrum

• Parallels between PM and ID

o PMBOK & ADDIE

o Scrum & Rapid Prototyping

• Environmental considerations

o Corporate

o Higher education

o K-12 (?)

o Non-profit (NGO)

much.]

What do you want to get out of the course?

How would improving your PM skills benefit you?

Assumptions

Forum 2: Corporate vs. higher education ILT projects

Week 2: Analyze/ Initiate

• How to do a close reading • What will an expert see in a RFP that a novice may miss? • Project charter • Problem analysis • Stakeholder identification • Project management triangle (Time, Budget, Scope)

• Focus on scope in this week

• Identifying resources/basics of resource management

Group Activity: RFP Assignment • Groups analyze provided RFP, prepare response outlining their thoughts on various aspects of RFP

Individual Project: Consultation Project Proposal due

Forum 1: How are projects initiated where you work?

Forum 2: Resource management in ILT projects

Week 3: Design/Plan

• Intro to Resource Management

Group Activity - Work Breakdown Structure

Forum 1: Presentation

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(Part I)

• Work breakdown structure (WBS)

o Mind mapping

o Gantt charts

o Budgeting

o Roles

Assignment

• Develop a WBS chart or mind map

• Develop a Gantt chart

Individual Project:

• Initial proposal due

• Set context

• Problem statement

• Proposed solution/scope

• Identify stakeholders

methods2

When is out-of-the-box appropriate?

When do you go with the trend vs. traditional/tried and true method

Mind mapping vs. WBS

Forum 2: Cost/benefit analysis

Forum 3: Budgeting

Week 4: Design/Plan (Part II)

• Risk management

• Change management

• Quality management

Group Activity: Quality Management Assignment

• Prepare quality management plan for project outlined in RFP

Individual Project: Consultation report due

Forum 1: Communicating with internal partners

Forum 2: Dealing with change

Week 5: Development & Implementation/Execute

• Time management

• Working with SME

• Stakeholder management

• Vendor selection

• Prototyping & Formative Evaluation

Individual Project:

• Resource plan due

• Identify roles

• Create timeline

• Create WBS

• Create cost estimate/budget

• Risk strategy

• Change management strategy

• Quality plan

Forum 1: Communicating with external partners

• With SMEs

• With stakeholders

Forum 2: Evaluation techniques

• Incorporating feedback

• Keeping in mind scope creep issues

Week 6: Evaluate/ Monitor/

• Monitoring/Tracking projects

Group Activity: Project Management Knowledgebase

Forum 1: Tracking & monitoring projects

2 This forum will help to shape the students’ final presentations for the course.

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Control/Close • ROI/CEA/SCM/LIMF

• Kirkpatrick’s four levels of evaluation

• Closing strategies

• Project review/reflection

(Borrow/extend the EL-KB)

Contribute to knowledgebase in at least 4 categories

Forum 2: Project evaluation & review

Forum 3: Project evaluation methods

Week 7: Ethical considerations

• Instructional designer as change agent

• Business ethics

• Careers

Solo Project -

• Final project plan due

• Monitoring plan

• Evaluation plan

• ROI/CEA

Forum 1: Instructional designer as change agent

Forum 2: Ethical considerations

Week 8: Presentations

• Reflection

• Careers in ILT

Individual Project: Project presentation due

Forum 1: Reflection

Forum 2: Careers in ILT

Group Projects

1. Groups are composed of 3-4 students. 3 group activities + team agreement

assignment.

2. Each member will be project manager for one assignment.

• Groups of 4 will be allowed as needed, with 3 the preferred size.

• Self-reporting of participation in activities will be required.

Solo Project

Consultation project:

• Students will complete a consultation in a self-chosen professional setting

• Students will identify the need for an ILT project, and complete a project

plan outlining their response that that project

• Students will also create a short presentation for the course that will allow

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them to reflect on the project, the consultation, and their own learning

C. Authoring Tools Assessment

Organizational Requirement

This course will be delivered in UC Denver’s eCollege system. All of the static

materials for the course will be designed in Dreamweaver, as they are HTML pages,

and will use images created in Photoshop.

Cost

There will be no direct cost for the use of any of these tools. The developers have

licenses for Dreamweaver and Photoshop.

Experience

Both developers have a great deal of experience in both Dreamweaver and Photoshop,

as well as limited experience in eCollege. Both developers have extensive LMS

experience, so adapting to the specific requirements of eCollege should not be an

issue.

Complexity

The use of eCollege, Dreamweaver, and Photoshop will be the simplest way to

complete this project. The developers’ previous experience with these tools makes

them the best choice for this project, and ensures success in the technical arena.

Application

Wiggio.com will be used as a tool to facilitate communication, collaboration, time

management and to model the effective use of online team collaboration tools.

V. Reflection

Content has been developed for the course, and it presents students with a

comprehensive introduction to ILT project management. The readings, activities, and

discussions all work together to give students the opportunity to learn about project

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management in a way that they will be able to immediately apply in a professional

setting.

The process of developing this course has helped us to connect everything we’ve

learned in the ILT program and in our professional capacities as eLearning developers.

In our professional capacities, we’ve developed many courses, but neither of us have

ever been the SME as well as the developer. We’ve both filled both of those roles as

students in the ILT program, but since this is a course that will soon be filled with

other graduate students, the stakes feel substantially higher. Our perception of what

this project would be required of us was incomplete at the inception of this project,

but the course redevelopment project feels successful.

One of the aspects of this project that proved challenging was the distribution of work

between the two of us. Developing a course requires paying close attention to pacing

and flow, and I believe that the way we distributed the work (Kenny developed the

content for odd weeks, and Kim developed content for even weeks) further

complicated that process. We are colleagues, so we communicated about the course

and its development on a very frequent basis, yet we often found that we needed the

other person to complete something so that our own work could move forward. In

hindsight, it may have been more effective to split the work in a different manner.

We also found that the topic of this course is so expansive that it was challenging to

decide what needed to be included, and what should be left out. Project

management is a huge topic, and its application to ILT projects is quite varied. The

combination of our professional experience, Brent Wilson’s experience, and Patti

Shank’s advice helped to narrow the topics covered in this course. Still, it was quite

challenging to limit how much depth topics went into, and how we designed activities

to support the learning process.

The topic of ILT project management is also complicated by the fact that it

necessarily includes both hard and soft skills. In this course, we felt that it was very

important to emphasize both types of skills, and designing the balance between these

skills is a complicated prospect. One task that still remains to be completed in the

course is the syllabus, so some of this balance will be achieved through the

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distribution of grades. Each project will ultimately have an associated rubric that will

allow us to designate the relative importance of each skill or point contained in each

project.

The group work in this course will also help to combine the hard and soft skills that

students need in their professional capacities. Group members will have to

communicate and collaboratively in a virtual environment, which mimics many real-

world ILT projects. Groups will follow basic project management structure by creating

a team agreement (including a comprehensive communication plan) that is similar to

what is contained in a project charter. Groups will allocate work internally, and will

need to monitor and evaluate all of the work that they complete.

References Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Haag, B. (1995).

Constructivism and computer-mediated communication in distance education.

American Journal of Distance Education, 9(2), 7-26. Routledge. Retrieved from

http://www.c3l.uni-oldenburg.de/cde/media/readings/jonassen95.pdf

Livingston, D. (2010, September 21). The Impact of Piaget's Learning Theory on Adult

Education. Retrieved from http://factoidz.com/the-impact-of-piagets-learning-

theory-on-adult-education/

McCombs, B.L. & Vakili, D. (2005). A Learner-Centered Framework for

E-Learning. Teachers College Record Volume 107, Number 8, August 2005, pp. 1582–

1600. Retrieved from

http://edtech.boisestate.edu/elearn/advEDTECH597/McCombs(2005).pdf

Merrill, M. D. (2008). Reflections on a four decade search for effective, efficient and

engaging instruction. In M. W. Allen (Ed.), Michael Allen's 2008 e-Learning Annual

(Vol. 1, pp. 141-167): Wiley Pfieffer

Smith, M.K. (2002). 'Jerome S. Bruner and the process of education', the encyclopedia

of informal education. Retrieved from http://www.infed.org/thinkers/bruner.htm.

Vygotsky, L.S. (1978). Interaction between learning and development. Mind and

Society, (pp. 79-91), Cambridge, MA: Harvard University Press.

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Watson, J.B. (1913). Psychology as the behaviorist views it. Psychological Review,

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