Instructional Design and Technology

Delivery of Knowledge and Skills

using Appropriate Techniques Processes

and Resources

M. Kathryn KolencikEDIT6100 – 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

1950sTelevision

1952 FCC sets aside 242 educational

TV channels

1910s Visual

Instruction

1969 Sesame Street

Premiere

1980s Personal

Computers

1995Internet

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

FOUNDATION

THREE PILLARSOF SUPPORT

LEARNINGENVIRONMENT

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 R

esea

rch

• How People Learn

• Information processing

• Piaget’s constructivism

• Situated cognition

• Social constructivism

• Vygotsky’s constructivism

• Motivation

Des

ign

Met

hods

• Instructional Development

• Subject Matter Expert input

• Analyze goals• Design learning

solution• Develop

elements of solution

• Implement training

• Evaluate Appr

opria

te T

echn

olog

y

• 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

learnerFacilitation

• Assessment• Further Analysis• Learning Management System

Evaluation

IDT: A Foundational Model

ContentEthics

Theo

ry &

Re

sear

ch

Des

ign

Met

hods

Appr

opria

te

Tech

nolo

gy

SME

Delivery

Facilitation

Evaluation

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 IDTDigital Divide: access for all

Educator/organizational reluctance to adapt

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

• Enthusiasm about IDTI 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 FieldThe 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 DevicesOnline 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.