Instructional design as knowledge management: A knowledge-in-practice approach to choosing instructional methods

Date

2016-02

Authors

McIver, Derrick
Fitzsimmons, Stacey R.
Flanagan, David

Journal Title

Journal ISSN

Volume Title

Publisher

Journal of Management Education

Abstract

Decisions about instructional methods are becoming more complex, with options ranging from problem sets to experiential service-learning projects. However, instructors not trained in instructional design may make these important decisions based on convenience, comfort, or trends. Instead, this article draws on the knowledge management literature and specifically the knowledge-in-practice framework to develop a theoretical process for choosing instructional methods. This process classifies the underlying knowledge structure of learning objectives along the dimensions of tacitness and learnability, then matches the knowledge structure with instructional methods that will be the most appropriate fit for students working toward that learning objective. We propose that the integration of knowledge management with instructional design offers valuable insights into the process of choosing appropriate instructional methods, and our framework can help instructors determine which instructional methods are the best match for their learning objectives.

Description

Keywords

Knowledge Management, Instructional Methods, Instructional Design, Learning Objectives, Knowledge-In-Practice, Pedagogical Style

Citation

McIver, D., Fitzsimmons, S.R., & Flanagan, D. (2015). Instructional Design as Knowledge Management: A Knowledge-in-Practice Approach to Choosing Instructional Methods. Journal of Management Education, 40(1), 47-75.