[quoting Gustafson, 26 Feb 97] If we want to know one (and only one of several) of the reasons for the lack of acceptance of ID it is the way it is taught with all the creative juices squeezed out.
Smith and Ragin (Principles of Instructional Design) specify the qualities of good instructional design and emphasize the point of it being appealing and creative. My experience in an ID course is that the priorities seem weighted towards the process, which is important, but a good ID instructor also emphasizes the creative.
Maybe that is one reason why Illinois has removed an emphasis on process skills from their educational standards on science education, K-12.
Comments?