Instructional Design and Technology

Delivery of

Knowledge

and Skills

using

Appropriate

Techniques

Processes

and

Resources

M. Kathryn Kolencik EDIT6100 – Dr. Clinton

Historical Timeline – Instructional Media

Instructional Media: The physical means of instructional delivery other than the teacher, chalkboard, and textbook. (Reiser, 2001 part I, p. 55)

1905 First

school museum

in St. Louis

1908 Visual

Instruction movement

Begins

1910 First catalog

of instructional

films

1920 Birth of

instructional radio

1941 WWII

training films

1953 Use of

television in

education

1974 Advent of

the Personal

Computer

1985 World’s

first graphing calculator

2004 Podcasting

Instructional Media: Historical Analysis

1930s Audiovisual

Movement

1950s Television

1952 FCC sets aside

242 educational

TV channels

1910s Visual

Instruction

1969 Sesame Street

Premiere

1980s Personal

Computers

1995 Internet

Commercialized

“Increased presence of technology in the schools does not necessarily mean an increased use of that technology for instructional purposes.” (Reiser,

2001 part I, p. 60)

1968 Mr. Rogers’

Neighborhood debuts

Instructional Design: Historical Analysis

1920s

1930s

1940s

1950s

1960s

1970s

1980s

1990s

Individualized, self-paced, self-corrective instruction

Behavior objectives; formative

evaluations Military training benefits from IDT during WWII

Skinner’s programmed instruction; Bloom’s Taxonomy; major funding to math & science after launch of Sputnik

Gagne; learning objectives; criterion-referenced evaluation

Cognitive psychology merges with instructional design

PCs; instructional systems in business

and industry

Cognitive Load Theory; EPSS; rapid prototyping

IDT: Building a Model

IDT: Foundation

Ethics

Content

Subject Matter Expert (SME)

• Ethical use of media • Respect for intellectual property • The Digital Divide

• Knowledge about the subject matter or skill to be taught

• Central facts, concepts, theories and procedures

IDT: Three Pillars

Theo

ry a

nd

Res

earc

h

• How People Learn

• Information processing

• Piaget’s constructivism

• Situated cognition

• Social constructivism

• Vygotsky’s constructivism

• Motivation

Des

ign

Met

ho

ds

• Instructional Development

• Subject Matter Expert input

• Analyze goals

• Design learning solution

• Develop elements of solution

• Implement training

• Evaluate

Ap

pro

pri

ate

Tech

no

logy

• Support for Learning

• Computer Software

• Worldwide web

• Email, social networking, usenet, etc.

• Personal electronic devices

• Classroom technology (e.g. SmartBoard)

Instructional Development

• Subject Matter Expert input

• Analyze goals • Design learning

solution • Develop

elements of solution

• Implement training

• Evaluate

How People Learn

• Information processing

• Piaget’s constructivism

• Situated cognition

• Social constructivism

• Vygotsky’s constructivism

• Motivation

Support for Learning

• Computer Software

• Worldwide web • Email, social

networking, usenet, etc.

• Personal electronic devices

• Classroom technology (e.g.

SmartBoard)

IDT: Learning Environment

• Face to face/classroom

• Online asynchronous

• Online synchronous Delivery

• Instructor as guide and coach

• Active interaction on the part of the learner

Facilitation

• Assessment

• Further Analysis

• Learning Management System Evaluation

IDT: A Foundational Model

The successful IDT Professional works effectively with the SME and end users essentially giving them co-ownership of the design. (Rieber, 1998)

IDT: What it’s all about…

• IDT involves design and technology, but it’s all

about meeting the instructional needs of people.

IDT: A Personal Perspective

• Concerns about IDT Digital Divide: access for all

Educator/organizational reluctance to adapt

Negative impact of e-Learning on social development; importance of balance in design

• Enthusiasm about IDT I am pleased that IT has evolved to IDT; the added emphasis on design matches my interests, goals, and skillset

I remain confident this field perfectly merges my two previous professions as engineer and educator; I hope my expectations are realistic.

IDT: A Consolidated Definition

• Instructional Design and Technology: A discipline grounded in the delivery of knowledge and skills using appropriate techniques, processes, and resources.

The ID process includes several components: Analysis of learning or performance challenge

Design, development, and implementation of solution

Evaluation and management of resources and performance improvement including feedback to the instructor and learner

ID often involves a systematic process employing a variety of instructional technologies and media

ID sometimes involves non-instructional solutions

The main goal of IDT is meeting the needs of people so they can reach their fullest potential

Trends & Issues: IDT Focus

• Focus of the Field The Learning Sciences

Performance improvement What can learners do better as a result of a learning

experience?

Constructivism Anchored instruction with relevant, authentic tasks

Deep, conceptual understanding

Raises issues with instructional efficiency

Familiarity with various learning paradigms and strategies; blending approaches for best learning and performance outcomes

Facilitation of collaboration and reflection

Flexibility and adaptability

Trends & Issues: IDT Technology

• Tools and Devices Online learning and knowledge management Mobile devices and applications – shrinking the Digital

Divide?

Cloud storage and Knowledge Bases

Social networking and conference back channels

Educational “Serious Games” and simulations Raise issues with instructional efficiency

Must be structured towards learning goals

Incorporate measurable learning outcomes

Non-instructional methods Motivation and feedback

Mentoring and coaching

Communities of practice

References

AECT. (2001) What is the history of the field? at http://www.aect.org/standards/history.html.

Rieber, Lloyd. (1998) The proper way to become an Instructional Technologist. Peter Dean Lecture at http://www.coe.uga.edu/~lrieber/pdean.

Reiser, Robert A. (2001) A history of Instructional Design and Technology: Part I: A history of instructional media. ETR&D, Volume 49, No. 1, pp. 53-64.

Reiser, Robert A. (2001) A history of Instructional Design and Technology: Part II: A history of instructional design. ETR&D, Volume 49, No. 2, pp. 57-67.

Reiser, Robert A. (2002) What field did you say you were in? Defining and naming our field. In Reiser, R.A. & Dempsey, J.V. (Eds.). Trends and Issues in Instructional Design and Technology. Upper Saddle River, NY: Merrill/Prentice Hall.

Reiser, Robert A. (2011) A talk sponsored by the Program in Educational Communication and Technology of NYU's Steinhardt School of Culture, Education, and Human Development. Retrieved July 27, 2012 from http://steinhardt.nyu.edu/alt/ect/bobreiser.

Shepherd, C. (2007). A brief history of Instructional Technology and the ideas affecting it. In M. K. Barbour & M. Orey (Eds.), The Foundations of Instructional Technology. Retrieved June 15, 2012, from http://projects.coe.uga.edu/itFoundations.

Whelan, Robert. (2005). Instructional Technology & theory: A look at past, present, & future trends. In Connect: Information Technology at NYU. Retrieved June 15, 2012, from http://www.nyu.edu/its/pubs/connect/spring05/pdfs/whelan_it_history.pdf.