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What is Instructional Design?
Instructional design is the study, theory, and ethical practice of enabling the advancements of learning and the improvement of performance through the use of development, utilization, management, and evaluation. (Reiser & Dempsey, 2017).
My Definition
Through my experience as an educator, I have witnessed the pressure and expectations that instructors face, especially when planning for multiple subjects. Many times, I have haphazardly put together lessons and presented them to my classroom; this is not an example of instructional design. Instructional design is in itself a field of study.
It is a practice that looks at the science of learning and applies it to meet the unique circumstances of learners. Instructional design is a systematic process that goes beyond the rushed example I provided. It requires the examination of learners and scientific research to develop instruction as well as learning materials. It is also reflective through careful analysis to make enhancements to practices to promote optimal learning.
History of Instructional Design
The practice of instructional design goes back to the early 20th century. In the 1900's museums provided supplemental materials for education through realia, slides, films, and stereographs. This marked the beginning of an audiovisual movement, where "visual education" ( Reiser, 2001), or media, would enhance learning and performance. During WWII Subject Matter Experts and pyschologists, such as Robert Gagne, collaborated to create efficient training for new recruits. The military heavily relied on audiovisual media, and in 1946, the first instructional design model (Instructional Systems Design) was created.
A major educational event occurred in 1956 when Benjamin Bloom introduced a taxonomy of educational objectives, which classified goals into a hierarchy of cognitive skills. Many teachers refer to this taxonomy when preparing lessons and assessments to align content with cognitive rigor. Instructional models were developed in the early to mid 1960's by Gagne and Glaser, incorporating task analysis, educational objectives, and criterion-referenced tests as foundations for measuring learning outcomes. The most influential instructional design model was established in 1975 by Florida State University, The ADDIE model, which serves as a framework for various other instructional models.
In the 1980's instructional design was impacted by the rise of personal computers; computer-based instruction became possible, and as the internet became more widespread, a shift occurred in instructional design. Online learning and self-paced instruction made advancements during this time. The Pandemic in 2020 highlighted the benefits of distance learning and changed learning contexts to be more advantageous for the learner's needs. For instance, hybrid and asynchronous learning thrived during this period. Currently, mobile phones have influenced instructional design, and m-learning (mobile learning) has enhanced flexible settings for online learning. As technology continues to improve, learning is still influenced by personal needs and self-enhancements. Augmented Reality and Artificial Intelligence can provide means for self-paced instruction, while also immersing learning in real-world settings with "hands-on" practices.
Key Scholars of the Field
Learning Theories: How Do People Learn?
Instructional designers recognize various theories that contribute to the acquisition of knowledge. Three primary learning theories with clear and distinct differences in their core principles are Behaviorism, Cognitivism, and Constructivism.
Behaviorism
Behaviorism
Theory: learning is a result of repetition, reinforcement, and the use of a stimulus.
Theory: learning is a result of repetition, reinforcement, and the use of a stimulus.
The behaviorist approach to learning greatly influenced early instructional design models. This theory is founded on the belief that learning occurs through stimuli, reinforcements, and repetition. Based on this approach, it is theorized that learning occurs passively and can be observed through changes in behavior. This approach does not account for the cognitive, unseen processes of learning
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Cognitivism
Cognitivism
Theory: Learning is an internal process
Theory: Learning is an internal process
The Cognitivist approach to learning differs from Behaviorism as it recognizes that learning does not occur passively. This theory suggests that learning occurs through mental processes where new information is acquired and stored. The schema concept illustrates how individuals store information.
Schemas are mental structures that help individuals relate content to existing knowledge. Similarly to how data can be organized by being placed in file folders in a cabinet, new content can be categorized and placed into existing schemas. When new information cannot be placed in an existing schema, a process of accommodation occurs, creating a new schema or changing an existing schema. This theory accounts for learners' abilities to process, memorize, and retrieve information.
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Constructivism
Constructivism
Theory: Learning is constructed, and not simply acquired
Theory: Learning is constructed, and not simply acquired
The Constructivism learning theory considers experiences and interactions as integral factors to the way that learners construct meaning. It is thought that existing beliefs and knowledge serve as foundations, which are cognitively built upon as students acquire new knowledge. Constructivism suggests that learners construct meaning through interactions and experiences. This theory presents learning as an active process, and collaboration is encouraged to promote higher-order thinking skills through discussions.
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Reflection
Through self-assessment, I have come to realize that my teaching pedagogy has changed. After examining different learning theories, it is evident that no two learners are the same. Thus, it is imperative to teach in a variety of ways to promote multiple means of access for learners. Although the basic structures of teaching defined by Gagne and Glaser may be implemented with every lesson, the effectiveness of the instruction is reliant upon connecting with the learner. Students may either cognitively engage or construct meaning from collaborations; what's most important is if the instructor designates a protected time for learners to do so.
Link to My Learning and Teaching Philosophy
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