Qualify Exam Question 2008
Q1. Using what you consider to be the major historical milestones in our field as a
framework, discuss the relationship between Instructional Design and Instructional
Technologies in the past and in the future? Provide specific examples from your
readings to support your answer.
Q2. Skinner (1954) believed that in order for teachers to take advantage of the recent
advances in the study of learning they must have the help of mechanical devices – what
we now refer to as instructional technologies. Such claims lead eventually to the “push
back” of cognitive learning theory and constructivism. Over 50 years since Skinner’s
arguments first appeared, the No Child Left Behind Act (NCLB) has brought to the
forefront the arguments of what should be taught, how it should be taught, how learning
should be assessed, and how teaching effectiveness should be evaluated. As a
member of an area concerned with the design, development, and evaluation of training
and teaching, develop and defend a position that is either objective (i.e. observable,
measurable, predictable) Versus one that is more subjective (consensual, constructed
knowledge, contextual, holistically assessed, etc.)
Q3. In looking at the historical trends in IDT research, describe some of the issues that
have been important in driving the inquiry in our field. Use literature to back your answer.
Where are we now?
Q4. Learning objectives have been central to our field for a very long time and there
have been several attempts to categorize learning objectives in the literature. From your
readings, broadly describe your view of learning outcomes-how many types you see as
important and how would you define them? Give examples.