[quoting Sims, 6 May 94] First, in response to your question as to the future of instructional designers, its a pity you missed the ISD ON TRIAL session at ADCIS'92, where ISD was sentenced to ten years drill and practice!
In fact, I was there. I have used mock trials in my teaching as well, supplying students (when necessary) with additional ammunition (e.g., Nunan's book, Countering Educational Design), Carrol's work on Minimalist instruction, and, of course, Perkin's Knowledge as Design (as referenced in the paper). Such dialogue is valuable. But don't you think that ten years of drill and practice is a bit harsh?
There have been many assumptions made about technology and education which essentially support the notion that you can replace the traditional teaching activity with a computer and related technology.
This is among the more insidious. Another perspective that I did not represent in the paper but which supports and extends constructivism, is situated learning. Learning and cognitive change are processes that occur most naturally as a result of negotiation among a community of practitioners and legitimate participation in some meaningful, real world enterprise. The work of Lave, Rogoff, Wenger, Hutchins, and many others supports your point.