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Definition of Instructional Design and Technology
Instructional Design and Technology s defined as a field and/or a study and practice rather than a process, a way of using technology, or a method. IT is more than an approach or a process. Looking at definitions from the experts in the field, I came across the definition The Systematic Design of Instruction which is “we must emphasize that there is no single systems approach model for designing instruction...Instructional design models are based, in part, on many years of research on the learning process. Each component of the model is based on theory and, in most instances, on research demonstrating the effectiveness of that component. The model brings together in one coherent whole many concepts that you may have already encountered in a variety of educational situation ” This approach from The Systematic Design of Instruction really changed my perspective on the definition for many reasons. When coming into this program I was laser focused on how this would help my current and future students, meaning students who in theory could range from K thru 12. These are all children, however instructional design extends beyond just the scope of education of children, it also is essential in adult education, as well as industrial work. After seeing so many of my colleagues don’t work in education but in other fields, I now understand the flexibility and adaptability instructional design has in all fields. My working definition as of right now is that instructional design is an approach on how educational tools should and can be designed to help effectively deliver content to the learner. I believe this definition is a good foundation because it includes all different types of learners, regardless of age, and it does not exclude the areas of learning outside of the educational field.
History of IDT
One of the biggest ways that the Instructional Design and Technology fields have evolved during the decades is the implementation of online learning into the classroom. During the inception of Instructional Design in the ‘70s they model was mostly focused on ways to adapt textbooks, interactions between students and their teachers, as well as to focus on how the instructors present content on the Blackboard. Shifting gears to look at the modern definition of Instructional Design, it is a practice for facilitating learning through technology. This change in definition has been due to all of the advancement in online learning tools. These tools were not available to the classroom until the 90s and that technology was confined to a computer lab. As technology gets more advanced and easier to streamline in the classroom, Instructional Design will steadily implement new forms of technology
After the end of World War 2, the Instructional Media and Design flourished due to how successful specialized military programs went during the war. Seeing that there was a great range of success with this teaching approach, researchers in those fields continued to work on developing effective instruction. One way to guarantee this approach stuck around in the military, soldiers would not be allowed to be promoted unless they went through the “flight training program” which was designed with the instructional design style. This was primarily due to the fact that it tested the skills of the soldiers based on design and instruction. Looking at the effects world world 2 has on instructional design, it affected the rate in which science and math were taught in the schools. For example Sputnik’s launch in the 50s led to an excitement towards space, leading to the insurgence on new instruction designs for both science and math. However, the biggest hurdle to instructional design during this period was the inability for some courses to adapt to the needs of the students.
Influential People of Instructional Design
Malcolm Knowles
Malcolm Knowles is known for introducing the Andragogy theory. Andragogy is the science and the art of adult learning, which can be related to any adult learning. Knowles’ theory has the goal to identify the learning styles that best suit adults and show that adult learning is different from the learning of children.
Robert Gagne
Robert Gagne is known for introducing the Nine Events theory. In this theory Gagne argues that there are nine events that are needed for effective learning. These nine are the basis for some of the basic principles found in teaching today. Such as introducing a concept to the students by informing them of their objectives, invoking prior knowledge and assessing their performance at the end of the unit.
David Merrill
David Merrill is known for introducing the First Principles of Instruction. Merrill's theory focuses on the notion that the students need to show rather than tell when given a response. This allows the students to have a deeper understanding of the concepts they are learning. Merrill's theory had four core principles being, “ Demonstration, Application, Integration and Activation.” Additionally Merrill is a big proponent of making sure there are real life applications to the concepts the students are learning about so they better can internalize their knowledge.
Learning Theories
Behaviorism
This theory was significantly influenced by the work of B.F. Skinner. Behaviorism focuses on the idea that learning can be explained, understood and predicted on the basis of events that can be observed. First behavior is observed before and after instruction. If the instruction was effective then behavior in the learner had changed. Secondly, it ensures that learners have ample opportunities to practice these behaviors as they learn. Finally immediate feedback from the instructor to the learner reduces the occurenece of wrong answers from the learner.
Constructivism
Constructivism is a dynamic educational strategy that makes its pupils take an active role in their education through communication and real life encounters. These encounters can provide the individuals with difficulties or obstacles and require them to work through the issue of their own volition. Contact and collaboration also play a vital role in cognitivism. It stresses veritable conversations to achieve success.
Cognitivism
Cognitivism refers to our mental processing as humans. Our mental capacity for studying, perception of events, language acquisition, and how we develop our skills as humans. This theory aligns with Behaviorism about how the learning environment the students are in is important to how a students process information. Cognitivism also focuses on applying student prior knowledge from their own personal lives to help them think critically in solving problems.
Course Documents
Reflection
Instructional design and technology has a significant impact on modern education. The different learning theories that encompass Instructional design and technology have shaped and affected many aspects of education and modern business fields. This is the case from lower educational grades such as Kindergarten, to college courses and all the way of the corporate ladder, IDT is encompassed in their structure. Through IDT instructors are being more efficient in developing and designing their own teaching materials and help further the learning of their students. Through the IDT's approach to problems, instructors are able to develop clear pathways for learners to achieve their learning goals and objectives.
References
Bower, M. (2019). Technology‐mediated learning theory. British Journal of Educational Technology, 50(3), 1035–1048. https://doi.org/10.1111/bjet.12771
Clark, K. R. (2018). Learning Theories: Behaviorism. Radiologic Technology, 90(2).
Clark, K. R. (2018). Learning Theories: Constructivism. Radiologic Technology, 90(2).
Clark, K. R. (2018). Learning Theories: Cognitivism. Radiologic Technology, 90(2)
Gagne R, M. (1985). 'The Conditions of Learning and Theory of Instruction,' Nashville: Southwestern Publishing Group.
Reiser, R. A., & Dempsey, J. V. (Eds.). (2012). Trends and issues in instructional design and technology (p. 408). Boston, MA: Pearson.
Wilson, J., Ward, C., & Fischer, R. (2013). Beyond culture learning theory. Journal of Cross-Cultural Psychology, 44(6), 900–927. https://doi.org/10.1177/0022022113492889
Wu, W.-H., Hsiao, H.-C., Wu, P.-L., Lin, C.-H., & Huang, S.-H. (2011). Investigating the learning-theory foundations of game-based learning: A meta-analysis. Journal of Computer Assisted Learning, 28(3), 265–279. https://doi.org/10.1111/j.1365-2729.2011.00437.x
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