1. Educational Technology and Instructional Design

2. Some Definitions 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 Technology is the systematic application of organized behaviour and other knowledge to practical tasks. Galbraith, 1967

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 UBCV and UBCO Technology Education refers to teacher education in trades.  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 UBCV and UBCO Technology Education refers to teacher education in trades.

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

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

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. www.wested.org/tie/dlrn/course/glossary.htmlwww.wested.org/tie/dlrn/course/glossary.html The activity of planning and designing for instruction. Also, a discipline associated with the activity. (Wilson) citl.tamu.edu/citl-glossary-main.htmcitl.tamu.edu/citl-glossary-main.htm The systematic process of translating principles of learning and instruction into plans for instructional materials and activities. www.ittheory.com/glossary.htm www.ittheory.com/glossary.htm The systematic process of translating general principles of learning and instruction into realizable course materials. musgrave.cqu.edu.au/clp/clpsite/glossary.htm 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. www.anta.gov.au/textOnly.asp www.anta.gov.au/textOnly.asp A system of developing well-structured instructional materials using objectives, related teaching strategies, systematic feedback and evaluation. (See Moore & Kearsley (1996) p. 102) https://courses.worldcampus.psu.edu/public/faculty/DEGlossary.shtml https://courses.worldcampus.psu.edu/public/faculty/DEGlossary.shtml The philosophy, methodology, and approach used to deliver information. Some courseware aspects include question strategy, level of interaction, reinforcement, and branching complexity. www.neiu.edu/~dbehrlic/hrd408/glossary.htm www.neiu.edu/~dbehrlic/hrd408/glossary.htm 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. www.studypages.com/en/html/COU_GlossaryOfTerms.html www.studypages.com/en/html/COU_GlossaryOfTerms.html

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

9. A Taxonomy of Instructional Design/Development Models Based upon Selected Characteristics Selected Characteristics Classroom OrientationProduct OrientationSystem 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 LowHigh Team or individual Effort IndividualUsually a TeamTeam ID Skill/Experience LowHighHigh/Very High Emphasis on Development or Selection SelectionDevelopment Amount of Front-End Analysis/ Needs Assessment LowLow to MediumVery High Technological Complexity of Delivery Media LowMedium to High Amount of Tryout and Revision Low to MediumVery HighMedium to High Amount of Distribution /Dissemination NoneHighMedium to High From Gustafson and Branch (2002). Survey of Instructional Development Models.

10. A Taxonomy of Instructional Design/Development Models Based upon Selected Characteristics Selected Characteristics Classroom OrientationProduct OrientationSystem 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 LowHigh Team or individual Effort IndividualUsually a TeamTeam ID Skill/Experience LowHighHigh/Very High Emphasis on Development or Selection SelectionDevelopment Amount of Front-End Analysis/ Needs Assessment LowLow to MediumVery High Technological Complexity of Delivery Media LowMedium to High Amount of Tryout and Revision Low to MediumVery HighMedium to High Amount of Distribution /Dissemination NoneHighMedium to High From Gustafson and Branch (2002). Survey of Instructional Development Models.

11. A Taxonomy of Instructional Design/Development Models Based upon Selected Characteristics Selected Characteristics Classroom OrientationProduct OrientationSystem 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 LowHigh Team or individual Effort IndividualUsually a TeamTeam ID Skill/Experience LowHighHigh/Very High Emphasis on Development or Selection SelectionDevelopment Amount of Front-End Analysis/ Needs Assessment LowLow to MediumVery High Technological Complexity of Delivery Media LowMedium to High Amount of Tryout and Revision Low to MediumVery HighMedium to High Amount of Distribution /Dissemination NoneHighMedium to High From Gustafson and Branch (2002). Survey of Instructional Development Models.

12. Classroom Orientation Model

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

16. A nalyze Learners S tate Objectives S elect Media, Methods, and Materials U tilize Materials R equire Learner Participation E valuate (Learners & Instruction) and Revise Adapted from: Heinich, R., Molenda, M., Russell, J.D., & Smaldino, S.E. (2002). Instructional media and technologies for learning. 7 th Ed. Upper Saddle River, NJ: Merrill-Prentice Hall Assure Template Classroom Orientation Model

17. Product Orientation Model

18. Systems Orientation Model