kolencik definition of instructional design and technology
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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.