Within this years European Conference on Educational Research (ECER) in Budapest I contributed to a symposium on European perspectives on Instructional Design. Stefanie A. Hillen presented and reflected new tendencies to compose and establish a term “Didactic Design”. But a deeper view on European traditions of Didactics unveils its inconsistency compared to the approach of Instructional Design. Maybe guided by a growing influence of the perspective on learning outcome within educational research and practice across Europe, this tendency fades out historical differences. But instead of bridging a gap between two traditions of thinking and complementing one another, it is uncertain in how far “Didactic Design” simply is repeating what Instructional Design still had said.
Within the symposiums discussion the importance of drawing on both traditions turns out. So, even if this may sound strange to some extends, it appears promising to combine e.g. the well developed focus on learning content proposed in Klafkis Didactic Analysis with the methodological insights developed by Instructional Design research. The result of this combination can foster learning experiences that take care of a desired behaviour and as well focus on personal and societal aspects of growing. To whom this combination does not appear like a contradiction, it may guide the way towards a rich and deep understanding of educational processes. Because obviously, to participate in societal discourse and to find personal values and meaning several learning outcomes are important requirements and necessities.