1. Educational Technology and Instructional Design

2. Some Definitions
Technology is the systematic application of organized behaviour and other knowledge to practical tasks. Galbraith, 1967
Educational Technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources. AECT, 2004

3. Nomenclature
Educational Technology is also known as Instructional Technology, Educational Media and Technology, Information and Communications Technology and Information Technology.
In British Columbia (or at least at UBC-V) Technology Education refers to teacher education in trades.

4. Educational Technology: A Hybridized Field
Learning Theory
Media Design/ Production
Management Organizational Theory
Instructional Design
Math/Science & Engineering
Information Science

5. Educational Technology: A Hybridized Field
Learning Theory
Instructional Design
Media Design/ Production
Management Organizational Theory

6. What is Instructional Design?
The systematic process of creating or adapting instruction, including at least these steps: defining the problem or knowledge gap that the instruction is meant to address; defining the audience that the instruction is meant to serve; developing objectives and assessment strategies; selecting and sequencing content and learning activities; evaluating the instruction; revision.
The activity of planning and designing for instruction. Also, a discipline associated with the activity. (Wilson) citl.tamu.edu/citl-glossary-main.htm
The systematic process of translating principles of learning and instruction into plans for instructional materials and activities.
The systematic process of translating general principles of learning and instruction into realizable course materials. musgrave.cqu.edu.au/clp/clpsite/glossary.htm

7. What is Instructional Design?
The design and development of instructional materials and learning activities to meet learning needs.
A system of developing well-structured instructional materials using objectives, related teaching strategies, systematic feedback and evaluation. (See Moore & Kearsley (1996) p. 102)
The philosophy, methodology, and approach used to deliver information. Some courseware aspects include question strategy, level of interaction, reinforcement, and branching complexity.
The systemic process of creating or adapting instruction, including the following steps: (a) defining the problem or knowledge gap that the instruction is meant to address; (b) defining the audience that the instruction is meant to serve; (c) developing objectives and assessment strategies; (d) selecting and sequencing content and learning activities; and (e) evaluating the instructor. An instructional designer is an individual who applies this systemic methodology based on instructional theory to create content for learning events.

8. ADDIE Analysis Design Development Implementation Evaluation
A Generic Instructional Design Model
Analysis
Design
Development
Implementation
Evaluation

9. Selected Characteristics Classroom Orientation
A Taxonomy of Instructional Design/Development Models Based upon Selected Characteristics
Selected Characteristics
Classroom Orientation
Product Orientation
System Orientation
Typical Layout
One or a few hours of instruction
Self-Instructional or instructor-delivered package
Course or Entire Curriculum
Resources Committed to Development
Very Low
High
Team or individual Effort
Individual
Usually a Team
Team
ID Skill/Experience
Low
High/Very High
Emphasis on Development or Selection
Selection
Development
Amount of Front-End Analysis/ Needs Assessment
Low to Medium
Very High
Technological Complexity of Delivery Media
Medium to High
Amount of Tryout and Revision
Amount of Distribution /Dissemination
None
From Gustafson and Branch (2002). Survey of Instructional Development Models.

10. Selected Characteristics Classroom Orientation
A Taxonomy of Instructional Design/Development Models Based upon Selected Characteristics
Selected Characteristics
Classroom Orientation
Product Orientation
System Orientation
Typical Layout
One or a few hours of instruction
Self-Instructional or instructor-delivered package
Course or Entire Curriculum
Resources Committed to Development
Very Low
High
Team or individual Effort
Individual
Usually a Team
Team
ID Skill/Experience
Low
High/Very High
Emphasis on Development or Selection
Selection
Development
Amount of Front-End Analysis/ Needs Assessment
Low to Medium
Very High
Technological Complexity of Delivery Media
Medium to High
Amount of Tryout and Revision
Amount of Distribution /Dissemination
None
From Gustafson and Branch (2002). Survey of Instructional Development Models.

11. Selected Characteristics Classroom Orientation
A Taxonomy of Instructional Design/Development Models Based upon Selected Characteristics
Selected Characteristics
Classroom Orientation
Product Orientation
System Orientation
Typical Layout
One or a few hours of instruction
Self-Instructional or instructor-delivered package
Course or Entire Curriculum
Resources Committed to Development
Very Low
High
Team or individual Effort
Individual
Usually a Team
Team
ID Skill/Experience
Low
High/Very High
Emphasis on Development or Selection
Selection
Development
Amount of Front-End Analysis/ Needs Assessment
Low to Medium
Very High
Technological Complexity of Delivery Media
Medium to High
Amount of Tryout and Revision
Amount of Distribution /Dissemination
None
From Gustafson and Branch (2002). Survey of Instructional Development Models.

12. Classroom Orientation Model

13. Classroom Orientation Model

14. Classroom Orientation Model

15. Classroom Orientation Model
Newby, Stepich, Lehman and Russell
Plan
Implement
Evaluate

16. Classroom Orientation Model
Analyze Learners
State Objectives
Select Media, Methods, and Materials
Utilize Materials
Require Learner Participation
Evaluate (Learners & Instruction) and Revise
Assure Template
Adapted from: Heinich, R., Molenda, M., Russell, J.D., & Smaldino, S.E. (2002). Instructional media and technologies for learning. 7th Ed. Upper Saddle River, NJ: Merrill-Prentice Hall

17. Product Orientation Model

18. Systems Orientation Model

19. More I.D. Models
ID at OUC