Traditionally instructional design has been based on the systematic utilization of the instructional resources to foster the effective, efficient and appealing aspects of the human learning. However, the progress of new technologies challenges instructional design professionals to view their area from different perspectives. The new environment shaped by the new technologies, coupled with the accumulation of the knowledge from the related areas seems to bring about the challenges as well as opportunities at the same time.
The study is an attempt to explore the future directions for instructional design research considering the context of the expansion of knowledge technologies. The research consisted of three parts. First, the study reviewed newly developed knowledge technologies in relation to the instructional design. Second, the research reviewed newly developed trends in the influential areas such as learning science, learning technology, brain science, distance education, and cognitive science. Third, the study attempted to conceptualize the change needs from inside of the instructional design field as well as outside of it. As a result, the research summarized that the change needs immersed from the four basic sources: the importance of the context, the importance of the holistic and final product oriented thinking, the importance of the media-intact thinking, and the importance of the 'web 2.0' based thinking. Finally, the values of the instructional design research were discussed and three directions of future research were suggested.