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An ISD Model for Building Online Communities: Furthering the Dialogue.

Ravitz, Jason

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Abstract: The purposes of this paper are to: share insights into the development of online collaborative learning experiments; discuss the role of instructional systems design (ISD); and present examples of design components within an ISD-based framework. The model presented explains the people, processes, and products that are involved in creating online learning communities for K-12 students and teachers. The paper first reviews research and theory from both constructivist and ISD literature, arguing that a model that draws on the strengths of both perspectives is preferred. The product of the model presented is a sustained learning community, and an active network of people conducting projects using networked connections and resources. Discussion then moves to the development of learning communities intended to support many simultaneous projects employing the common stages of ISD, which are discussed in detail. These stages are: management (creating the development team); front end analysis (selecting a theme, identifying resources); design (providing communications tools, identifying shared interests and teams); development (developing projects); implementation (participants produce original work, share process information); evaluation (assessing published work and providing feedback, evaluating the system); and dissemination (sharing information on process, outcomes, and useful products). A table shows the stages of development, key activities, and evaluation issues. (Contains 36 references.) (AEF)

Title: An ISD Model for Building Online Communities: Furthering the Dialogue.
Author: Ravitz, Jason
Note: 12p.; In: Proceedings of Selected Research and Development Presentations at the 1997 National Convention of the Association for Educational Communications and Technology (19th, Albuquerque, NM, February 14-18, 1997); see IR 018 421.
Publication Year: 1997
Document Type: Project Description (141); Conference Paper (150)
Target Audience: Practitioners
ERIC Identifier: ED409863
Clearinghouse Identifier: IR018452