Traditionally, models of instructional design presume that (e)learning is organized as lessons or courses. But with the growing importance of microcontent and elearning scenarios labeled as “web 2.0”, this assumption of models of instructional design is challenged. If users arrange their personal learning environments themselves by aggregating microcontent, why would we need (models of ) instructional design?
The following chapter discusses the role of instructional design in theses scenarios. It presents different views on instructional design: the American tradition which views instructional design as an engineering task (which eventually can be delegated to a computer algorithm), the German tradition of Didaktik which emphasizes the situative and emergent properties of instruction and the “Hypertext- Wiki” paradigm, which focuses on learning as a user-generated activity. In an elearning scenario that follows a “web 2.0” approach instructional design has to integrate these perspectives. It therefore puts forward the argument that in the future instructional design even will be more complex and challenging than before.

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