Guidon-manage revisited: A socio-technical systems approach

Abstract

Until the late 1980s, ITS research proceeded in a harmonious way, with almost universal agreement within the community about the nature of human knowledge and learning. With the rise of situated cognition theories, considerable confusion has developed about theories of intelligence, when and how formal subject matter theories should be taught, and the relation of instructional technology to human interactions. Now, after several years of forming a new interdisciplinary community, methods for developing instructional programs can be articulated that emphasize developing programs that fit in the classroom and workplace. These methods place previous design processes into sharp relief and help us understand situated cognition claims about the relation of theory and practice.