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IDT Definition
IDT Definition
According to Seels & Richey (1994), “theory and practice of design development, utilization, management, and evaluation of processes and resources for learning” is the definition of Instructional Technology by the Association for Educational Communications and Technology. Meanwhile, Instructional Design was defined as “systematic process that is employed to develop education and training programs in a consistent and reliable fashion” (Reiser & Dempsey, 2007 pg.11).
Therefore, my definition of Instructional Design and Technology is to apply systematic instructional design models and learning theories for creating effective learning experiences by using technology to design, develop, implement, and evaluate the instruction.
IDT History
IDT History
2010s--- Present
2010s--- Present
A new ID model called the Holistic 4D Model was developed by Reigeluth and An (2021), which takes a holistic approach to instructional design. It begins with an exhaustive analysis process. Mobile learning was developing rapidly as mobile technologies and devices were getting advanced. Immersive technologies has become popular. In addition, AI system has become the one of hot topic in 2023.
A new ID model called the Holistic 4D Model was developed by Reigeluth and An (2021), which takes a holistic approach to instructional design. It begins with an exhaustive analysis process. Mobile learning was developing rapidly as mobile technologies and devices were getting advanced. Immersive technologies has become popular. In addition, AI system has become the one of hot topic in 2023.
2000s
The open educational resources and massive open online courses started growing in the early 2000s. In addition, social medias started to create learner-centered learning environments by empowering learners to knowledge creators potentially such as Youtube.
1990s
In the 1990s, instructional designers began to use computers as tools to improve performance as well as to enhance learning. In 1991, the World Wide Web became available publicly. In the late 1990s, distance education grew rapidly with the advance of online technologies.
1980s
In the 1980s, computers began to combine some of the distinct media, such as textbooks, audio, visuals, and motion media ( Personal Computers, Hypermedia, and Internet). Meanwhile, the growing interest in constructivist views of teaching and learning was another major trend in the instructional design field.
1970s
1970s
During the 1970s, a number of scholars created new ID models for systematically designing instruction. For example, Dick and Carey model were created.
During the 1970s, a number of scholars created new ID models for systematically designing instruction. For example, Dick and Carey model were created.
1960s
In the early 1960s, how to write objectives that include learner behaviors, conditions, and standards were described in Preparing Objectives for Programmed Instruction by Robert Mager in 1962. The behavioral objectives were still prevalent and advocated by many instructional designers and educators. In 1965, Robert Gagné (1965) published the first edition of The Conditions of Learning. His description of the five learning outcomes and the events of instruction became the foundation of ID practices. In 1967, Michael Scriven coined the term formative evaluation and contrasted it with summative evaluation.
1950s
During the 1950s, there was an enormous growth in the use of instructional television. Many of the instructional television projects did not last long. The Taxonomy of Educational Objectives written by Benjamin Bloom.
1940s
The growth of the audiovisual instruction movement slowed in schools during World War II (WWII). However, a wide variety of audiovisual materials and equipment, such as training films, film projectors, and overhead projectors, were extensively used to train U.S. military personnel and to prepare the U.S. civilians to work in industry.
1920s -1930s
1920s -1930s
The visual medias were appeared in school museums: photographs, slides, and films. The increasing interest in using visual media in education was referred to as the visual instruction movement. In the 1920s, the audiovisual instructional devices were emergered. Radio gained a lot of attention. However, it had very little impact on instructional practices because of many factors including poor equipment, poor reception of radio signals.
The visual medias were appeared in school museums: photographs, slides, and films. The increasing interest in using visual media in education was referred to as the visual instruction movement. In the 1920s, the audiovisual instructional devices were emergered. Radio gained a lot of attention. However, it had very little impact on instructional practices because of many factors including poor equipment, poor reception of radio signals.
Instructional Technology Scholars
Instructional Technology Scholars
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Robert Mills Gagné (1916-2002) Robert Gagne's work was the foundation of Instructional Design. At the beginning of 1960s, he coined the term "Instuctional Design when he conducted research and developed military training materials. Gagné developed some of the earliest instructional design models and ideas. Thus, he was the father of instructional design.
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Benjamin Bloom
(February 21, 1913 – September 13, 1999) was an American educational psychologist. He made contributions to the classification of educational objectives and to the theory of mastery learning. He led the development of the “Taxonomy of Educational Objectives” by identifying 3 principal domains of learning.
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(March 20, 1904 – August 18, 1990)
was an American psychologist, behaviorist, inventor, and social philosopher. His work “The Science of Learning and the Art of Teaching” pioneered the concept of programmed instructional materials.
Learning Theories
Learning Theories
Behaviorist Learning Theory (Skinner, B. F. 1963)
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Behaviorist learning theory is that behaviors are learned through interaction with the conditioning environment. My students would learn from demonstrations and reinforcements.
Cognitivist Learning Theory (Jean Piaget 1936, 1950)
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Cognitivist learning theory focuses on the internal and external components of mental processes to complement learning. It considers every learner has individual cognitive domains and different ways of understanding. For example, asking students to demonstrate a concept would be a way to enforce cognitive learning.
Constructivist Learning Theory (Narayan, R., Rodriguez, C., Araujo, J., Shaqlaih, A., & Moss, G. 2013)
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Constructivist learning theory would be individuals form their understanding and learn based on their prior experience and knowledge. For instance, one of my science professors asked students to draw a dog without providing any details. There would be many different kinds of dogs due to everybody’s experience and understanding of dogs. Students were allowed to share with their peers and have different ways to have learning opportunities. Thus, learners can apply their own understanding and experience for having individual comprehension of the subjects.
Educational Philosphy
Due to my personal learning experience, my learning philosophy is that learning should be a happy journey primarily. Learners should have choices to have an effective learning experience. Certainly, students would learn naturally if the classes are fitting learners' learning styles. Academic learning is important, but I think social emotional and moral learning are essential as well. As an educator, I think teaching and learning couldn’t be apart. I believe it should be student-centered when educators design teaching materials. In addition, behaviorist, cognitivist, and constructivist learning theories could be applied for just one lesson plan. Applying systematical technological hands-on or experimental experiences based on the matched learning theories would be my ideal learning procedure.
Reflection
Reflection
Instructional Design & Technology did take times to develop. After 100 years journey, we could see the differences and growths. From the first radio in class to today's mobile learning devices, Learning is getting more adventured and easy to comperhention. Technology in education is not only inspiring teaching and learning but also solve problems. There are many apps could help student's learning disabilities. It was so fascinating when I read the interview answers from the educational technologist in the school I'm working. I had never heard physical computing and unplugged computer science lesson before I interviewed her. Thus, there are so many adventures to explore and expect in Instructional Design & Technology field.
Reference
Reference
Finn, J. (1953). Professionalizing the audio-visual field. In D. P. Ely & Plomp T. (Eds.), Classic Writings on Instructional Technology (Vol. 1, pp. 231 – 241). Englewood: Libraries Unlimited, Inc.
IDT CSUSB. (May 19, 2021). The storytelling of The instructional Design & Technology [Video].YouTube. https://www.youtube.com/watch?v=FOvdYqqFOJQ&t=62s
Reiser, R. A., Dempsey, J. V. (Ed.) (2007). Trends and issues in instructional design and technology (pp.11). Upper Saddle River: Pearson Education, Inc.
Seels, B. B., & Richey, R. C. (1994). Instructional technology: The definition and domains of the field. Washington DC: Association for Educational Communications and Technology.
Successive approximation and Sam. (2016). Michael Allen's Guide to e-Learning, 297–325. https://doi.org/10.1002/9781119176268.ch14
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