I agree with Carol E. Stamper [8 Nov 94]. How do we implement semiosis? I found Marcy's paper interesting from an academic point of view, but I agree with Tom Palaskas [9 Nov 94] that it is too esoteric. As a designer and producer of Computer-based Learning materials, I am interested in something practical, which I can apply in the real world. What is the connection between semiosis theory and a learning package on a computer? Is anyone working on this?
I found Gary Shank's [9 Nov 94] comment interesting: "Semiotics is often confused with constructivism, but they are actually light years apart." This led me to think that semiosis is related to the "interface" with which the user interacts with the computer, rather than to the educational content. However, this is too facile a distinction, because the user interface is intimately related to the structure of information. In the work we do, the "look and feel" of the program forms the structure of the content as much as the content determines the user interface. We seek a "natural," intuitive interface which suits the educational material in the particular program under development, while encouraging a student-centered approach to learning.
It appears to me to be a fruitful area to investigate how semiotics can be used to guide interface design so that users can receive signs at the different levels described by Marcy, and interpret them appropriately. Perhaps some people with more knowledge of semiosis than I could comment on this idea.
I guess Gary also answered Tom Reeves' [8 Nov 94] question: "Can a semiotic approach to instructional design lead to the development of a constructivist learning environment." The answer is yes, but it can also be used to design a behaviorist teaching environment, because semiosis affects the interface, not the educational philosophy.
PS: You will notice I did not use the word "instruction."