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The development, implementation and evaluation of a postmodern, instructional design model

, Wayne State University, United States

Wayne State University . Awarded


The focus of this study was the application of postmodern theory to instructional design. The purpose of this study was to develop, implement and evaluate a postmodern instructional design model, in an appropriate context, using appropriate research methods given the underlying postmodern philosophy.

A conceptual model was developed based on readings in Instructional Technology and Postmodern Theory. A panel of three experts reviewed this model. Based on their comments, revisions were made. The conceptual model reflects the influence of the contexts on the learning situation. These contexts include the Political, Social/Cultural, Environmental, Instructional Development and the Learner/User.

Then a procedural model was developed and reviewed by the panel. That model, titled the Community Protocol Sharing (CPS) Model, has five elements: evaluate, implement, develop, discover and assess. Distinctive features of the model are that it is postmodern theory-based, process oriented, protocol focused, classroom situated, community centered, and context driven. This model was used to redesign a “Fundamentals of Public Speaking” course at Henry Ford Community College. The pilot test took place in a 16-week semester in the Fall of 1999. The researcher, functioning as instructor of the course, collected data through the use of observation and student surveys. Students were surveyed midway through the semester and at the end of the semester.

The strengths of the model are that it provides for diverse range of entry skills, increased relevance of content, contextual influences, fluidity in course design, building community, and active, interesting learning situations. Weaknesses of the model are that it requires tolerance of uncertainty and ambiguity from instructor and students; commitment of all classroom community members; extensive instructor forecasting to prepare “eliciting materials”; instructor must have content expertise, instructional design expertise and desire to try postmodern approach. In addition, the complexity of the models, like the philosophy, may turn away some that might be interested in applying them to their situation.

The research findings present multiple opportunities for further research, including development of other procedural models from the conceptual model; replication of the CPS Model use in similar and different contexts; and replication with different material bases (content).


Owen, L.S. The development, implementation and evaluation of a postmodern, instructional design model. Ph.D. thesis, Wayne State University. Retrieved February 21, 2019 from .

This record was imported from ProQuest on October 22, 2013. [Original Record]

Citation reproduced with permission of ProQuest LLC.

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