Down the rabbit hole: Revisiting etymology, epistemology, history and practice of instructional and learning design

Abstract

There is a multitude of terminologies in the field of learning and training to refer to how we design and approach learning experiences: two of them being instructional design and learning design. Online searches and forum discussions among practitioners and researchers reveal the confusion surrounding the use of these terms. Both terms have sometimes been used interchangeably, but the fact that there is more than one term implies that both terms might be used to encompass different aspects of the learning and training discipline. The term instructional design has been a commonly used term until recently, but now learning design made its way to the literature and to our practices. But, what exactly do these terms refer to, and what do we mean when we use each of these terms? In this brief review paper, by adopting a holistic approach, the authors aim to ponder these questions from multiple dimensions: etymological, epistemological, historical, and practical perspectives.