Designing with templates in instructional design

Instructional design lies at the interface of systems theory, theories of teaching and learning, technology, and design. These fields together pose epistemological challenges to instructional designers. In this report I examine one element widely used by instructional designers, specifically the template designed and widely distributed by the Commonwealth of Learning (COL). In analyzing how the template serves intended users (who are instructional designers), I find that efficiency and effectiveness rooted in scientific models of objectivity to effectively corral massive information into manageable yet accessible knowledge for specific needs while expedient can have its drawbacks. I argue that a key emphasis on thinking as an active transaction between an individual and the data to which that individual is exposed permeates not just information, but also Instructional Design. Formalized within that role is a system of reasoning used to generate solutions to problems and in fostering skills in acquiring concepts. And it is missing in a template application such as COL's.