Instructional Design Models
after years of trying to follow Gagnès theory of instructional design, I repeatedly found myself, as an instructional designer, making ad hoc decisions throughout the design and development process. At first, I attributed this discrepancy to my own inexperience as an instructional designer. Later, when I became more experienced, I attributed it to the incompleteness of the instructional design theories. Theories, were after all, only robust and mature at the end of a long developmental process, and instructional theories had a very short history. Lately, however, I have begun to believe that the discrepancy between instructional design theories and instructional design practice will never be resolved because instructional design practice will always be a form of situated activity (i.e., depending on the specific, concrete, and unique circumstances of the project I am working on) (Streibel, 1991, p. 122).