[quoting Sims, 3 Aug 95] ISD (Instructional Systems Design or Development, depending on the book you read) is a methodology which describes a systematic approach to developing instructional materials, typically using the Analysis - Design - Development - Implementation - Evaluation (ADDIE) approach or sequence.
Historically, yes. But think about instructional systems design (purposefully with lower case letters to reduce the tendency to consider it as a predefined algorithm) as an open approach to creating appropriate learning environments. If your philosophy is drawn from a constructivist's beliefs, then what elements, strategies, or events must be considered to create a learning environment (a designed instructional system) that facilitates and enables learning within the constructivist's paradigm?
However, one of the criticisms of the ISD approach is that it is too systematic given the creative nature of interactive technologies.
I don't believe that it is the creative nature of the technology that is the problem, but rather the creative nature of learners. They just won't stay in line!
...is it the teacher who transmits the knowledge to the learner (behaviorist) or is it the learner who should be empowered to construct knowledge (constructivist).
Students have been creating their own knowledge since day one; sometimes aided and sometimes hindered by the "instruction" they receive along the way. They frequently have to circumnavigate poor instruction in the process, and in so doing they have probably become better learners in the end.
This [behaviorist or constructivist comparison] will probably generate a lot of criticism, but it seems to provide an initial comparison for new researchers.
Yet another horse race?
Focus on the outcomes you are trying to achieve with the learner, and develop strategies which you believe will most effectively and efficiently achieve those outcomes.
AGREE completely! More progress is made by examining the features of a product and designing out the weaknesses in that product than by comparing the old to the new product and declaring a statistically significant difference. And I view the "product" in the instructional/learning environment to be much broader than a piece of software or a single "lesson" being "taught." It encompasses the entire learning environment created among learners and teachers over time.