<P> Where the sequencing of subject matter is concerned, it is the constructivist viewpoint that the foundations of any subject may be taught to anybody at any stage in some form (Duffy and Jonassen 1992). This means that instructors should first introduce the basic ideas that give life and form to any topic or subject area, and then revisit and build upon these repeatedly . This notion has been extensively used in curricula . </P> <P> It is important for instructors to realize that although a curriculum may be set down for them, it inevitably becomes shaped by them into something personal that reflects their own belief systems, their thoughts and feelings about both the content of their instruction and their learners (Rhodes and Bellamy 1999). Thus, the learning experience becomes a shared enterprise . The emotions and life contexts of those involved in the learning process must therefore be considered as an integral part of learning . The goal of the learner is central in considering what is learned (Brown et al. 1989; Ackerman 1996). </P> <P> It is important to achieve the right balance between the degree of structure and flexibility that is built into the learning process . Savery (1994) contends that the more structured the learning environment, the harder it is for the learners to construct meaning based on their conceptual understandings . A facilitator should structure the learning experience just enough to make sure that the students get clear guidance and parameters within which to achieve the learning objectives, yet the learning experience should be open and free enough to allow for the learners to discover, enjoy, interact and arrive at their own, socially verified version of truth . </P> <P> Constructivist ideas have been used to inform adult education . Whereas pedagogy usually applies to the education of children, educators of adults often speak instead of andragogy . Methods must take account of differences in learning, due to the fact that adults have many more experiences and previously existing neurological structures . </P>

The main goal of any instructional design process is to construct