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READING FEEDBACKS | READING FEEDBACKS | ||
TRENDS AND ISSUES IN INSTRUCTIONAL DESIGN AND TECHNOLOGY | |||
Robert A. Reiser , John V. Dempsey | |||
Section 1 Defining the Field (foundational issues) | |||
Chapter 1 What field did you say you were in? Defining and naming our field | |||
early definitions: IDT viewed as media | |||
- 1920s visual instruction | |||
- 1920s-1940s audiovisual instruction | |||
- 1950s television | |||
During the first 50 years of 20th century, most focus on design, production and use of instructional media. | |||
1960s and 1970s: IT viewed as a process | |||
- 1963: the definition (Ely, 1963) emphasizes on learning “the design and use of messages which control the learning process” ; the steps (planning, production, selection, utilization, and management ) | |||
- 1970: Commission on Instructional Technology : “a systematic way of designing, carrying out, and evaluating the whole process of learning and teaching in terms of specific objectives, based on research on human learning and communication, and employing a combination of human and nonhuman resources to bring about more effective instructions. (p 21)” | |||
- 1977: AECT “Educational technology is a complex, integrated process involving people, procedures, ideas, devices, and organization, for analyzing problems and devising, implementing, evaluation, and managing solutions to those problems, involved in all aspects of human learning ” (p 1) | |||
The 1994 definition: beyond viewing IT as a process | |||
- influenced by cognitive and constructivist learning theories (the previous by behavioural learning theory) | |||
- AECT Instructional Technology: The Definition and Domains of the Field (Seels & Richey, 1994) “Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning” (p.1) | |||
Two recent definitions | |||
- Latest AECT definition: “Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.”(n. p.) | |||
- Definition used in the text: “The field of instructional design and technology encompass the analysis of learning and performance problems, and the design, development, implementation, evaluation, and management of instructional and noninstructional processes and resources intended to improve learning and performance in a variety of settings, particularly educational institutions and the workplace. Professionals in the field of instructional design and technology often use systematic instructional design procedures and employ instructional media to accomplish their goals. Moreover, in recent years, they have paid increasing attention to noninstructional solutions to some performance problems. Research and theory related to each of the aforementioned areas is also an important part of the field” | |||
Chapter 2 What is instructional design? | Chapter 2 What is instructional design? | ||
the core elements/phases of ID ADDIE | |||
- Analysis: conduct a needs assessment, identify a performance problem in a business setting, or some other environment, and state a goal | |||
- Design: write objectives in measurable terms, classify learning as to type, specify learning activities and specify media | |||
- Development: prepare student and instructor materials as specified during design | |||
- Implementation: deliver the instruction in the setting for which it was designed | |||
- Evaluation: formative evaluation (collecting data to identify needed revisions to the instruction) , summative evaluation (collecting data to assess the overall effectiveness and worth of the instruction) and revision (making needed changes based on he formative evaluation data) | |||
Important points: | |||
- ADDIE activities are not completed in a linear step-by-step manner | |||
- The term instructional development has different meanings in different context | |||
Characteristics of ID: | |||
- Learner-centered: learners and their performance are the focal points of all teaching and learning activities. | |||
- Goal oriented: have the goal of the project been attained? | |||
- ID focuses on meaningful performance: a high congruence between the learning environment and the setting in which the actual behaviours are performed | |||
- ID assumes outcomes can be measured in a reliable and valid way: the consistency of the assessment across time and individuals | |||
- ID is empirical, iterative and self-correcting: data collection | |||
- ID typically is a team effort | |||
Chapter 3 A history of instructional design and technology | |||
history of instructional media | |||
- definition of IM: the physical means via which instruction is presented to learners | |||
- school museums | |||
- the visual instruction movement and instructional films | |||
- the audiovisual instruction movement and instructional radio | |||
- World War 2 | |||
- Post-World War 2 developments and media research | |||
- Theories of communication | |||
- Instructional television | |||
- Shifting terminology | |||
- Computers : from the 1950s to 1955 | |||
- Recent development | |||
- Conclusion | |||
history of instructional design | |||
- the origin of ID: World War 2 | |||
- more early developments: the programmed instruction movement | |||
- the popularization of behavioural objectives | |||
- the Criterion-Reference Testing movement | |||
- Robert M. Gagné: domains of learning, events of instruction, and hierarchical analysis | |||
- Sputnik: the indirect launching of formative evaluation | |||
early ID models | |||
- the 1970s: Burgeoning of interest in the System Approach | |||
- the 1980s: growth and redirection | |||
- into the 21st century: changing views and practices | |||
- conclusion | |||
Section 2 Theories and Models of Learning and Instruction | |||
Chapter 4 Psychological foundation of instructional design | Chapter 4 Psychological foundation of instructional design | ||
Chapter 5 Constructivism and instructional design: the emergence of the learning science and design research | Chapter 5 Constructivism and instructional design: the emergence of the learning science and design research | ||
Chapter 6 epistemology and the design of leaning environments | Chapter 6 epistemology and the design of leaning environments | ||
Chapter 7 First principles of instructions: a synthesis | Chapter 7 First principles of instructions: a synthesis | ||
Chapter 8 Alternate models of instructional design: holistic design approaches and complex learning | Chapter 8 Alternate models of instructional design: holistic design approaches and complex learning | ||
Chapter 9 Motivation and performance | Chapter 9 Motivation and performance | ||
Section 3 Evaluating, Implementing, and Management Instructional Programs and Projects (phases in the ID process) | |||
Chapter 10 Evaluation in instructional design: the impact of Kirkpatrick’s Four-level Model | Chapter 10 Evaluation in instructional design: the impact of Kirkpatrick’s Four-level Model | ||
Chapter 11 Adoption, diffusion, implementation, and institutionalization of instructional | |||
Chapter 11 Adoption, diffusion, implementation, and institutionalization of instructional | |||
Innovations | |||
Chapter 12 Instructional project management: managing instructional design projects on sie and at a distance | Chapter 12 Instructional project management: managing instructional design projects on sie and at a distance | ||
Chapter 13 Managing scarce resources in training projects | Chapter 13 Managing scarce resources in training projects | ||
Section 4 Human Performance Technology (HPT) | |||
Chapter 14 The development and Evolution of Human Performance Improvement | Chapter 14 The development and Evolution of Human Performance Improvement | ||
Chapter 15 Electronic performance support systems: visions and viewpoints | Chapter 15 Electronic performance support systems: visions and viewpoints | ||
Chapter 16 knowledge management and learning: perfect together | Chapter 16 knowledge management and learning: perfect together | ||
Chapter 17 informal learning | Chapter 17 informal learning | ||
Section 5 Trends and Issues in Various Settings (what IDT do in a variety of work settings ) | |||
Chapter 18 instructional design in business and industry | Chapter 18 instructional design in business and industry | ||
Chapter 19 instructional design opportunities in military education and training environment | Chapter 19 instructional design opportunities in military education and training environment | ||
Chapter 20 performance, instruction, and technology in health care education | Chapter 20 performance, instruction, and technology in health care education | ||
Chapter 21 trends and issues in P-12 educational change | Chapter 21 trends and issues in P-12 educational change | ||
Chapter 22 what do instructional designers do in higher education? A written symposium | Chapter 22 what do instructional designers do in higher education? A written symposium | ||
Chapter 23 designing for the world at large: a tale of two settings | Chapter 23 designing for the world at large: a tale of two settings | ||
Section 6 Getting and IDT Position and Succeeding at It | |||
Chapter 24 Getting an instructional design position: lessons from a personal history | Chapter 24 Getting an instructional design position: lessons from a personal history | ||
Chapter 25 Getting a job in business and industry | Chapter 25 Getting a job in business and industry | ||
Chapter 26 Professional organizations and publications in instructional design and technology | Chapter 26 Professional organizations and publications in instructional design and technology | ||
Chapter 27 Competence for instructional design and technology professionals | Chapter 27 Competence for instructional design and technology professionals | ||
Section 7 New Directions in Instructional Design and Technology | |||
Chapter 28 Distributed learning and the field of instructional design | Chapter 28 Distributed learning and the field of instructional design | ||
Chapter 29 reusability and reusable design | Chapter 29 reusability and reusable design | ||
Chapter 30 using rich media wisely | Chapter 30 using rich media wisely | ||
Chapter 31 Emerging instructional technologies: the near future | Chapter 31 Emerging instructional technologies: the near future | ||
Chapter 32 The future of instructional design (point/counterpoint) | Chapter 32 The future of instructional design (point/counterpoint) | ||
Revision as of 11:41, 5 February 2007
READING FEEDBACKS
TRENDS AND ISSUES IN INSTRUCTIONAL DESIGN AND TECHNOLOGY Robert A. Reiser , John V. Dempsey
Section 1 Defining the Field (foundational issues)
Chapter 1 What field did you say you were in? Defining and naming our field
early definitions: IDT viewed as media
- 1920s visual instruction - 1920s-1940s audiovisual instruction - 1950s television During the first 50 years of 20th century, most focus on design, production and use of instructional media.
1960s and 1970s: IT viewed as a process
- 1963: the definition (Ely, 1963) emphasizes on learning “the design and use of messages which control the learning process” ; the steps (planning, production, selection, utilization, and management )
- 1970: Commission on Instructional Technology : “a systematic way of designing, carrying out, and evaluating the whole process of learning and teaching in terms of specific objectives, based on research on human learning and communication, and employing a combination of human and nonhuman resources to bring about more effective instructions. (p 21)”
- 1977: AECT “Educational technology is a complex, integrated process involving people, procedures, ideas, devices, and organization, for analyzing problems and devising, implementing, evaluation, and managing solutions to those problems, involved in all aspects of human learning ” (p 1)
The 1994 definition: beyond viewing IT as a process
- influenced by cognitive and constructivist learning theories (the previous by behavioural learning theory)
- AECT Instructional Technology: The Definition and Domains of the Field (Seels & Richey, 1994) “Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning” (p.1)
Two recent definitions
- Latest AECT definition: “Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.”(n. p.)
- Definition used in the text: “The field of instructional design and technology encompass the analysis of learning and performance problems, and the design, development, implementation, evaluation, and management of instructional and noninstructional processes and resources intended to improve learning and performance in a variety of settings, particularly educational institutions and the workplace. Professionals in the field of instructional design and technology often use systematic instructional design procedures and employ instructional media to accomplish their goals. Moreover, in recent years, they have paid increasing attention to noninstructional solutions to some performance problems. Research and theory related to each of the aforementioned areas is also an important part of the field”
Chapter 2 What is instructional design?
the core elements/phases of ID ADDIE
- Analysis: conduct a needs assessment, identify a performance problem in a business setting, or some other environment, and state a goal
- Design: write objectives in measurable terms, classify learning as to type, specify learning activities and specify media
- Development: prepare student and instructor materials as specified during design
- Implementation: deliver the instruction in the setting for which it was designed
- Evaluation: formative evaluation (collecting data to identify needed revisions to the instruction) , summative evaluation (collecting data to assess the overall effectiveness and worth of the instruction) and revision (making needed changes based on he formative evaluation data)
Important points:
- ADDIE activities are not completed in a linear step-by-step manner - The term instructional development has different meanings in different context
Characteristics of ID:
- Learner-centered: learners and their performance are the focal points of all teaching and learning activities.
- Goal oriented: have the goal of the project been attained?
- ID focuses on meaningful performance: a high congruence between the learning environment and the setting in which the actual behaviours are performed
- ID assumes outcomes can be measured in a reliable and valid way: the consistency of the assessment across time and individuals
- ID is empirical, iterative and self-correcting: data collection
- ID typically is a team effort
Chapter 3 A history of instructional design and technology
history of instructional media - definition of IM: the physical means via which instruction is presented to learners - school museums - the visual instruction movement and instructional films - the audiovisual instruction movement and instructional radio - World War 2 - Post-World War 2 developments and media research - Theories of communication - Instructional television - Shifting terminology - Computers : from the 1950s to 1955 - Recent development - Conclusion history of instructional design - the origin of ID: World War 2 - more early developments: the programmed instruction movement - the popularization of behavioural objectives - the Criterion-Reference Testing movement - Robert M. Gagné: domains of learning, events of instruction, and hierarchical analysis - Sputnik: the indirect launching of formative evaluation early ID models - the 1970s: Burgeoning of interest in the System Approach - the 1980s: growth and redirection - into the 21st century: changing views and practices - conclusion Section 2 Theories and Models of Learning and Instruction
Chapter 4 Psychological foundation of instructional design
Chapter 5 Constructivism and instructional design: the emergence of the learning science and design research
Chapter 6 epistemology and the design of leaning environments
Chapter 7 First principles of instructions: a synthesis
Chapter 8 Alternate models of instructional design: holistic design approaches and complex learning
Chapter 9 Motivation and performance
Section 3 Evaluating, Implementing, and Management Instructional Programs and Projects (phases in the ID process)
Chapter 10 Evaluation in instructional design: the impact of Kirkpatrick’s Four-level Model
Chapter 11 Adoption, diffusion, implementation, and institutionalization of instructional Innovations
Chapter 12 Instructional project management: managing instructional design projects on sie and at a distance
Chapter 13 Managing scarce resources in training projects
Section 4 Human Performance Technology (HPT)
Chapter 14 The development and Evolution of Human Performance Improvement
Chapter 15 Electronic performance support systems: visions and viewpoints
Chapter 16 knowledge management and learning: perfect together
Chapter 17 informal learning
Section 5 Trends and Issues in Various Settings (what IDT do in a variety of work settings )
Chapter 18 instructional design in business and industry
Chapter 19 instructional design opportunities in military education and training environment
Chapter 20 performance, instruction, and technology in health care education
Chapter 21 trends and issues in P-12 educational change
Chapter 22 what do instructional designers do in higher education? A written symposium
Chapter 23 designing for the world at large: a tale of two settings
Section 6 Getting and IDT Position and Succeeding at It
Chapter 24 Getting an instructional design position: lessons from a personal history
Chapter 25 Getting a job in business and industry
Chapter 26 Professional organizations and publications in instructional design and technology
Chapter 27 Competence for instructional design and technology professionals
Section 7 New Directions in Instructional Design and Technology
Chapter 28 Distributed learning and the field of instructional design
Chapter 29 reusability and reusable design
Chapter 30 using rich media wisely
Chapter 31 Emerging instructional technologies: the near future
Chapter 32 The future of instructional design (point/counterpoint)