Criteria for the development of complex teaching-learning environments

This article tries to bring together recent theory and practice in instructional design, on the one side, and curricular as well as didactic research results on the other. The focus is on processes that are necessary to the modeling of `reality', with regard to the corresponding scientific description of goals and content-units and to the teaching and learning processes. The steps in the construction and implementation processes are visualized and discussed with reference to a complex teaching-learning environment.