What is your perception of the Instructional Design & Technology field?

What is the field of instructional technology? This is a difficult question to answer because the field is constantly changing. New ideas and innovations affect the practices of individuals in the field, changing—often broadening—the scope of their work. -Reiser& Dempsey

Audiovisual Instruction Audiovisual Communications Educational Technology Instructional Technology Also known as:

Educational films and visual instruction movement Before 1920’s: 1920s-1950s: Audiovisual instruction, television, etc

Instructional technology as a process 1960s-1970s: Lumsdaine (1964) – application of scientific principles as well as equipment for presenting instructional materials Finn (1960) – instructional problems

“…study of the unique and relative strengths and weaknesses of both pictorial and nonrepresentational messages which may be employed in the learning process” (key is emphasis on learning rather than instruction) 1963 AECT Definition of the Field

1977 AECT attempt to define the field again “…complex, integrated process involving people, procedures, ideas, devices and organization for analyzing problems and implementing solutions involved in all aspects of human learning”

movement from behaviorist to cognitive and constructivist learning theories 1977 –mid 90s

“Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning.” -Seels & Richey, 1994 …yet another definition

Instructional design is the systematic approach to the Analysis, Design, Development, Implementation, and Evaluation of learning materials and activities. What is Instructional Design according to Reiser & Dempsey?

an iterative instructional design process ADDIE

Difference between Lesson Planning and Instructional Design Content versus Goals Mental versus Written Teaching versus Learning principles Personal versus Systematic Focus Format Basis Process

A classic example of performing an ID task systematically, including 10 elements:

The Morrison, Ross & Kemp Model (no specific sequence, each element may be addressed at any time during the ID process):

Psychological foundations of ID Behavior Learning Theory Cognitive Information Processing Theory Schema and Cognitive Load Theory Situated Learning Theory Constructivism

Contrasting Design Frameworks ObjectivismConstructivism Knowledge exists independent of the learner; there is an absolute truth Knowledge constructed by the learner; truth is contextual Arrange conditions to promote specific goals Provide a rich context for negotiation and meaning construction Transfer knowledge from outside to inside the learner Guide the learner in constructing knowledge