My major gripe with ISD is that it has been taken too literally by many developers, resulting in courseware products which have been tedious and uninspiring. However, I support Mike [Spector, 14 Jul 95] in saying that ISD does not limit creativity--as with most methods or procedures, if they are followed specifically creativity will be restricted, but if they are used as a guide then creativity might rule. On this line, I am ambivalent towards tools which prescribe ISD solutions--perhaps because I don't have confidence in technology making intelligent enough decisions.
Another factor relating to traditional ISD is that it has its roots in pre-technology systems, which may limit the interactive potential of the medium. One of the assignments we set our students is to evaluate some of the traditional models and develop new, technology specific examples. One or two have come up which are both dynamic and 3-dimensional--providing a real time view of the ISD process.
To finish, I believe that if we are developing systems which have an instructional goal, then they must be subjected to rigorous design in terms of providing a valid delivery environment. However, I also feel that if we try and develop tools to support learning, then different parameters may well apply.