▁on ▁ 6 / 2 8 / 0 9 : ▁http :// www . bi op oint . com / ibr / tech forum . htm ▁ ▁Since ▁the ▁ 1 9 9 0 s , ▁tr ends ▁such ▁as ▁the ▁performance ▁technology ▁movement , ▁construct iv ism , ▁Electron ic ▁Performance ▁Support ▁Systems , ▁rapid ▁pro tot yp ing , ▁increasing ▁use ▁of ▁Internet ▁for ▁distance ▁education / distance ▁learning , ▁and ▁knowledge ▁management ▁endeav ors ▁have ▁influenced ▁instruction al ▁design ▁practices ▁These ▁changes ▁are ▁producing ▁challeng es ▁to ▁existing ▁design ▁models . ▁According ▁to ▁Re ig el uth ▁( 1 9 9 6 ), ▁the ▁education ▁and ▁training ▁field ▁is ▁in ▁the ▁midst ▁of ▁a ▁parad ig m ▁shift ▁from ▁the ▁Indust rial ▁Revolution ▁to ▁the ▁Information ▁Age , ▁requiring ▁a ▁corresponding ▁shift ▁from ▁standard ization ▁to ▁custom ization ▁of ▁instruction al ▁design . ▁Moreover , ▁Gros ▁et ▁al . ▁( 1 9 9 7 ), ▁posit ▁the ▁inf lex ibility ▁of ▁traditional ▁linear ▁design ▁processes , ▁calling ▁for ▁a ▁more ▁iter ative ▁process , ▁while ▁W inn ▁( 1 9 9 7 ) ▁and ▁Jon assen ▁et ▁al . ▁critic ize ▁the ▁posit iv ist ▁assumptions ▁that ▁learning ▁situations ▁are ▁closed ▁systems , ▁im part ing ▁knowledge ▁is ▁the ▁instruct or ' s ▁responsibility , ▁and ▁that ▁human ▁behavior ▁is ▁predict able . ▁ ▁There ▁are ▁many ▁alternative ▁models ▁that ▁have ▁been ▁proposed ▁as ▁more ▁condu ci ve ▁to ▁the ▁new ▁Information ▁Age ▁parad ig m , ▁including ▁new ▁methods