ABSTRACT
Fortney suggests teaching the basic thought processes of design prior to teaching explicit instructional design. As we consider how to prepare instructional designers, Fortney’s suggestion is to help instructional designers focus on the emotional as well as cognitive needs of learners, introducing complexity instead of simplifying it and allowing novice instructional designers to begin to understand the real-world constraints under which ID is conducted. Boling responds with general agreement but adds that things in this direction are already happening, such as studio teaching and generation of precedent material, direct observations, and increased expert guest speakers.
