ID Meets IT Part 3: Guided Design

The 60's were apparently fertile ground in the transformation of Instructional D & D. The Guided Design process is linked both to the A-T approach and the PSI model with the inclusion of self-paced instruction, sequential lessons, and it's emphasis on mastery learning. What sets guided design apart from the others, however, is it's emphasis on real-world problem solving through cooperative learning.  Guided design does share some of the rigidity of the other models in this component, however, with its systematic, linear approach to solving  problems, be they convergent on single solution or divergent with multiple answers. Trivette (2005) neatly summarizes this model by providing it 4 major components:

1. a sequential process for mastering course content,
2. a team or small-group processing component, 
3. the provision of verbal or written feedback from the perspective of an expert in the field
4. the use of realistic problems to be solved.

The rational behind this model is not difficult to grasp, and seems just as relevant today is it did in 60s with it roots growing out of the field of engineering. If anything, the model's combination of an emphasis on self-motivation, team work, information gathering and problem-solving skills seem even more relevant today given the job market's shift from a manufacturing-based society to that of a knowledge-based one. As Wilson (2004) mentioned, these skills are often more valued by an employer than their content background and are a standard skill set looked for during the hiring process. It's also difficult to find a set of educational standards that don't include the direct mention of collaboration and problem-solving. Just take a look at the National Educational Technology Standards, the Partnership for 21st century Learners, and even the Common Core Standards that most states will be implementing in the coming years. Additionally, in a synthesis of the research on guided design, Trivette (2005) concluded that when the components above were included, it was likely to increase the learner's ability to retain instructional content, critically apply the content to realistic problems, and increase confidence in their learning ability while being generally satisfied with this type of instruction as well. 

So, given the convincing rationale behind this model and its apparently important skill set, one would think that guided design would be a common model used in schools. Although I can't speak for the upper grades, I can safely say that it's use at the elementary level in the schools I've worked in has been infrequent, and to be honest, is becoming increasingly rare despite what I believe to be a consensus among educators on the importance of these skills. One simple reason for this is high-stakes testing. While guided design incorporates self-instructional components to master prerequisite skills, the emphasis is on tackling complex problems through group deliberation, fact finding, decision making, and evaluation of results. All of which are undeniably important skills that unfortunately our standardized tests do not assess. Rather, they focus on a broad range of isolated skills that the individual student possesses and with the importance placed on these tests. This does not provide much of an incentive for teachers to take risks on methods that may not specifically help their students perform better on a test that could seen be tied to their evaluations and even their pay, especially if these method such as guided design present additional obstacles for teachers.

As a teacher, I've used guided design components on several occasions, particularly in math and science, but I've also frequently given into the temptation of teaching specifically to the test and its format, especially towards the end of the year when time is tight. Aside from testing, I think there are also a couple additional barriers that prevent teachers from having student tackle real-world problems through group-work. In schools where students have little experience working in groups, either in school or out, managing cooperative activities can be stressful and take a lot of preparation. The skills needed to work in groups also often need to be taught, which places and additional burden on teachers. Time for teachers is also limited, and with many teachers relying on district provided instructional materials that don't incorporate this model (as many prepacked curricula don't) teachers have little additional time to adapt these materials. There is also the worry that skills and content learning through this approach will be difficult for students to transfer to other contexts, including standardized tests. In summary, testing, time, and transfer pose problems for teachers, even though who see the benefits of adopting such an approach.

While this model was designed prior to the availability of the Internet and the number of tools for communication and collaboration available online,  I have come across this model in used in higher ed, though with about the same frequency as I've seen at the elementary level. Because my graduate education has consisted primarily of online coursework, this may have biased my perception. Wilson (2004) states that guided design can be either a monster or a miracle, the monster being a "complete collaborative breakdown" that can result from competition, conformity, lack of leadership, or time. While I've encountered a number of group projects and discussion over the years, group problem-solving tackling relevant, real world issues has been rare, not only because of the issues mentioned above, but because distance education provide an additional barrier with due to the asynchronous methods usually employed and the difficulty for students in collaborating online, either due to scheduling or lack of technical expertise. This is an additional worry for educators who fear Wilson's monster. Though, there are obvious constraints when considering guided design for web-based instruction, a number of web-based conferencing tools such as Skype, Dim Dim, Adobe Connect and Elluminate now make this feasible. 

Despite the infrequent use I've encountered with guided design, I feel that is a greater need for its incorporation in education. Not only because of the essential job skills it fosters, or the potential learning benefits found by Trivette (2005), but because of the potential for students to see perspectives and solutions beyond their own and because, as demonstrated by Wilson (2004), the group can often think of a solutions to a complex problem that is superior to what the individual come up with on their own. For educators interesting in incorporating this model, either online or off, careful planning, and possibly instruction, is need to prepare students for working in teams and to ensure that the work and credit is distributed equitably.  Additinal considerations need to be made by distance educators as well, including technical training for students on online tools for communication and collaboration listed here.

Trivette, C. M. (2005). Effectiveness of guided design learning strategy on the acquisition of adult problem-solving skills. Bridges , 3 (1), 1-28.

Wilson, P. N. (2004). Mutual gains from team learning: A guided design exercise. Cardon Research Papers in Agricultural and Resources Economics , 1-18.