Essence of the paradigm shift in instructional design theory and practice

The paradigm shift in instructional design theory and practice refers to the necessary change in emphasis from teacher-centered to learner-centered instruction. No longer is the traditional view of education of “presenting content to students” the focal point of ISD. Rather, the emphasis should be on ensuring that learners understand what they are taught (Reigeluth, 1999) and that they have meaningful and engaging opportunities in which to construct this learning.

This paradigm shift in ISD is absolutely critical to the field of religious education (RE). The RE field is considerably behind public education and corporate training models in relation to the having this learner-centered perspective. In far too many churches and organizations within evangelical religious circles the emphasis is still on “how to teach a lesson” rather than on “how to help students learn the lesson”. I look forward to helping this paradigm shift take place in RE.

Reference:

Reigeluth, C. M. (1999). What is instructional-design theory and how is it changing? In C. M. Reigeluth (Ed.), Instructional-design theories and models: a new paradigm of instructional theory (Vol. 2). Mahwah, NJ: Lawrence Erlbaum Associates.

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