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Instructional design and technology grounded in enactivism: A paradigm shift?
Author(s) -
Li Qing,
Clark Bruce,
Winchester Ian
Publication year - 2010
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2009.00954.x
Subject(s) - enactivism , objectivism , constructivism (international relations) , epistemology , neurophenomenology , internalism and externalism , pragmatism , sociology , psychology , philosophy , political science , autopoiesis , international relations , politics , law
Although traditional instructional design and technology (IDT) has largely been based on objectivism, in the past 20 years, constructivism has emerged as a dominant framework for IDT. Both perspectives, however, present shortcomings. This paper explores enactivism—an emerging new philosophical world view—as an alternative paradigm. It also investigates the possibilities offered by this new paradigm to IDT. The philosophical world view known as enactivism is reviewed to illustrate the similarities and differences among the three philosophical paradigms, namely, objectivism, constructivism and enactivism. Finally, details of enactivism and its implications for IDT are explored.