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Keynote: Podolskij - On developmental dimensions of the instructional design knowledge base

Keynote by Andrei Podolskij at AECT Conference, 30th October 2009

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Gráinne Conole
30 October 2009


According to Andrei, there is a simple and obvious condition for any psychological knowledge to be accepted and used by practitioners – both teachers (trainers, instructors) and instructional designers. This condition is that a practitioner should be able to do significantly more, both in explanation and in practice with such knowledge than would be possible on the basis of common sense or practical experience alone. Podolskij will distinguish two different aspects: (a) the developmental dimension which requires planning and designing, along with determining the short- and the long-term developmental consequences and the extent to which learning/teaching processes influence the student's cognitive, personal, moral, social, and emotional development, and (b) developmental changes that can also be viewed as a direct and immediate aim of the learning/teaching processes. His presentation describes two types of developmental dimensions of the instructional design and instructional technology and also considers main paths to apply those dimensions in the instructional designer’s and teacher/trainer/instructor’s work.

Live blog notes

A triangle connecting three areas: Development, Learning and Instruction

L to I about 75% of papers and presentations are devoted to this baseline

Little on the other two sides

Initial starting point 35 years ago, need to try and connect all three

Theories in human development

Immanual - Kant Es gibt nichts Praktischerees al seine gute theorie

Kurt Lewin – there is nothing so practical as a good theory

Simple and obvious condition for any psychological knowledge to be accepted and used by practitioners both teachers and instructional designers

Will be able to do more

Two steps need

  1. General intellectual procedure, enabling you to analyse many aspects of schooling. Fundamental issues of human learning and developmental processes
  2. Rules of application to a real situation must be defined. Conditions that facilitate or constrain. Must be personalised.

Developmental dimensions of learning and teaching processes

  1. How to plan, design, organise the learning and teaching processes
  2. What are the short and long term developmental consequences

“Vygotsky instruction is good only when it proceeds ahead of development”

Instructional design and instructional design for schooling

Learner characteristics:  self directedness, metacognitive strategies, adjective mental, mental efforts, mental schemata, mental activity, mental models

What does it mean to act in mental plan? Not born with it

Galperin, Piaget: Macro-genetically

Galperin: Meso-genetically

Instructional goals

Instructional content

The PSFMA system – includes 4 sub-systems

  1. conditions that ensure adequate motivation for the subjects mastering of the action
  2. for cultivation designer properties of mental action
  3. support consecutive transformation of intermediate forms of action and end transformation into the mental place
  4. provide formation of necessary orientation base of action

Structure of complete orientation basis of action – Galperin 1966/1989. Contains 7 elements

Hierarchical structure of human orientation – Podolskij 1984/1997

From value, sense, goal, execution orientation

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Wouter van Joolingen
3:08pm 30 October 2009 (Edited 3:10pm 30 October 2009)

One can wonder if the models presented have an empirical or neurological basis.

 I could use some examples in this presentation.  As a matter of fact this theory is not so practical as claimed or hoped.

Gráinne Conole
3:12pm 30 October 2009

I agree totally some specfic examples would really help.

Wouter van Joolingen
3:20pm 30 October 2009

The smoking example makes some things clearer. Address children in the right way adjusted to their development. But do we need the whole theory to see that?

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