My personal definition of Instructional Design and Technology
Instructional Design and Technology is the systemic and systematic process of developing, implementing, and assessing learning and development solutions using technology to create meaningful learning experiences for learners.
Instructional/Educational Technology
The study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources – What is education research? American Educational Research Association. (n.d.). https://www.aera.net/About-AERA/What-is-Education-Research
Behaviorism
Equates learning with changes in either the form or frequency of observable performance. (Ertmer and Newby, 2013). Behaviorism focuses on the importance of the consequences of those performances and contends that responses that are followed by reinforcement are more likely to recur in the future. No attempt is made to determine the structure of a student’s knowledge nor to assess which mental processes it is necessary for them to use .– Ertmer, P. A., & Newby, T. J. (2013) Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 26(2), 43-71. https://doi.org/10.1002/piq.21143
Cognitivism/Cognitive Learning
Learning is equated with discrete changes between states of knowledge rather than with changes in the probability of response. Cognitive theories focus on the conceptualization of students’ learning processes and address the issues of how information is received, organized, stored, and retrieved by the mind. Learning is concerned not so much with what learners do but with what they know and how they come to acquire it.– Ertmer, P. A., & Newby, T. J. (2013) Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 26(2), 43-71. https://doi.org/10.1002/piq.21143
Constructivism
A theory that equates learning with creating meaning from experience. – Ertmer, P. A., & Newby, T. J. (2013) Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 26(2), 43-71. https://doi.org/10.1002/piq.21143
It is an approach to learning that holds that people actively construct or make their own knowledge and that reality is determined by the experiences of the learner. – Elliot, S. N., Kratochwill, T. R., Littlefield Cook, J. & Travers, J. (2000). Educational Psychology: Effective Teaching, Effective Learning (3rd ed.) Boston, MA: McGraw-Hill College, 256.
Educational Technology
A classification of technology that is used to promote and access education. This can encompass hardware, software, and other related items used by educators and students during the learning process. These tools help students attend their classes, collaborate, engage with remote students, or learn in a new way, inside the classroom or outside of it. EdTech is often a synonym for education technology. Retrieved from https://resources.owllabs.com/blog/education-technology, October 10, 2022. ; Reiser, R. A., & Dempsey, J. V. (2018). Trends and issues in Instructional Design and Technology. NY: Pearson.
Epistemology
“The Theory of Knowledge,” the study of understanding Knowledge, or knowing how we know what we know, why we believe what we believe, and what standards of evidence we should use in seeking truths about the world and human experience – Audi, R. (2010). Epistemology: A Contemporary Introduction to the Theory of Knowledge. Taylor and Francis. https://doi.org/10.4324/9780203846469
Bloom’s Taxonomy
A classification of the different outcomes and skills into Cognitive, Affective and Psychomotor domains set for their students (learning outcomes) (Shabatura (2022). Using Bloom’s Taxonomy to Write Effective Learning Outcomes. https://tips.uark.edu/using-blooms-taxonomy/ Teaching Innovation and Pedagogical Support. Retrieved from web on October 10, 2022).
The Cognitive domain contains six main categories: knowledge, comprehension, application, analysis, synthesis, and evaluation Bloom’s Taxonomy. (https://citt.ufl.edu/resources/the-learning-process/designing-the-learning-experience/blooms-taxonomy/ . Bloom’s Taxonomy. Center for Instructional Technology and Training – University of Florida. Retrieved from web on October 10, 2022)
ADDIE Model
An acronym for Analyze, Design, Develop, Implement, and Evaluate ISD (Instructional Systems Design) Model; originally developed for the US Army. The generic process is traditionally used by instructional designers and training developers. In the ADDIE Model, each step has an outcome that feeds into the subsequent step. (Last Updated November 30th, 2018 02:31 am. Addie Model. InstructionalDesign.org. https://www.instructionaldesign.org/models/addie/)
SAM (Successive Approximation Model)
A simplified version of the ADDIE Model, SAM is designed specifically to elicit feedback and build working models earlier in the process. This model uses a recursive rather than linear process for course development (https://dli.kennesaw.edu/resources/idmodels/sam.php, 2022). As opposed to ADDIE’s document-heavy, abstract process, SAM’s use of prototypes throughout the project allows troubleshooting from the very beginning and makes for clearer communication of ideas and feedback between the designer and the stakeholders. – Allen, M. W., & Merrill, M. D. (2017). SAM and Pebble-in-the-Pond: Two Alternatives to the ADDIE Model. In Reiser & Dempsey (Eds.), Trends and Issues in Instructional Design and Technology, 31-41. New York, NY: Pearson.
Pebble-In-The-Pond Model
A design alternative using a task-centered approach that uses the problem as the catalyst for instructional design. It uses the pond ripples analogy to illustrate how the process begins and ends. The task-centered instructional strategy was designed specifically for the purpose of teaching complex problem solving skills and emphasizes teaching in the context of a concrete real world task. – Allen, M. W., & Merrill, M. D. (2017). SAM and Pebble-in-the-Pond: Two Alternatives to the ADDIE Model. In Reiser & Dempsey (Eds.), Trends and Issues in Instructional Design and Technology, 31-41. New York, NY: Pearson.
Systematic
Systematic means agreeing to adopt rules and procedures as a way to move through a process. However, being systematic does not mean blindly following a sequence without reflection on the process. Systemic stresses the application of creativity problem-solving methods. The evidence that something is systemic is when you can observe that all components of a system respond when a single component within that system is stimulated. –Bertalanffy, L. (2015). General system theory: foundations, development, applications. Braziller.
Connectivism
Connectivism is a theory that asserts that learning involves making connections in a network. By interacting with people and information from various perspectives, learners can challenge their beliefs and gain a better understanding. This means learners must have the skills to evaluate, filter information, and create new connections. – Reiser, R. A., & Dempsey, J. V. (2018). Trends and issues in Instructional Design and Technology. NY: Pearson.
Learning, defined
Learning is when you gain new abilities or knowledge. This is different from maturation, which is a natural process where abilities develop without conscious effort, like when babies learn to hold objects or walk. Everyone usually succeeds in developing these abilities unless there are serious disorders. Examples of maturation include learning to walk and learning your first language. –Gee, 2004. Situated language and learning: A critique of traditional schooling. New York: Routledge
Instructional Systems Design (ISD)
Instructional technology created a way of making learning effective called instructional systems design (ISD). ISD is a step-by-step plan for creating, testing, and improving learning programs. This approach considers all the important parts of how people learn. It is easy to understand and repeat, and it has been successful in practice. – Bhati, D. (2007) Factors that influence transfer of hazardous material training: the perception of selected fire-fighters trainees and supervisors. Doctoral dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy, University of Central Florida.
Problem-based learning (PBL)
PBL is a student-centered learning style that emphasizes problem-solving, independent learning, critical thinking, and collaboration. Students construct knowledge through interactions with peers and the real world, promoting a deeper understanding of subjects and essential skills like problem-solving, communication, and teamwork. Research shows social interaction is vital for academic success, and PBL provides a platform for meaningful interactions. This approach prepares students for life beyond the classroom by acquiring practical knowledge and experiences. – Yew, E. H. J; Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning,
Health Professions Education, 2,(2),
2016,75-79. https://doi.org/10.1016/j.hpe.2016.01.004
AECT (Association for Educational Communication and Technology) Code of Ethics
As an instructional designer, it is of utmost importance to maintain the highest level of professionalism. Not only is this a reflection of your personal work ethic, it also represents the reputation of the industry as a whole. Given the nature of instructional design, in which you are essentially designing learning experiences that will impact the lives of others, it is crucial to follow ethical standards that ensure the protection and best interest of all parties involved. This is where the “AECT Code of Ethics” comes into play. The standards outlined on page 4 serve as a guide for instructional designers in maintaining the highest level of professionalism and ensuring the delivery of quality learning experiences. By adhering to these ethical principles, you can establish yourself as a trustworthy and respected professional within the instructional design community. – AECT code of Professional Ethics 2018. (n.d.). https://aect.org/docs/AECT_Code_of_Ethic-Current.pdf
Intrinsic motivation
Intrinsic motivation is the natural drive to engage in enjoyable activities without external rewards. It comes from a person’s curiosity, interest, and sense of fulfillment, not from incentives. Intrinsically motivated people engage in activities like art, gardening, hiking, or learning new things for pleasure and challenge alone. It can drive personal growth, creativity, purpose, and fulfillment in life. – Reiser, R., & Dempsey, J. V. (2018) Trends and Issues in Instructional Design and Technology. 4th ed. NY: Pearson.
Extrinsic motivation
Extrinsic motivation is doing an activity for an external reward like money, recognition, or a prize. It can be useful in some cases when there is a clear incentive, but it can also lead to a focus on the reward instead of the behavior. It can also cause disengagement or resentment in the long term if the reward is not enough. – Reiser, R., & Dempsey, J. V. (2018) Trends and Issues in Instructional Design and Technology. 4th ed. NY: Pearson
Visual instruction
Includes a wide variety of visual materials such as pictures, films, and lantern slides in public schools. All of the activities that are mentioned became known as the “visual instruction movement”. During the late 1920s through the 1940s “as a result of advances in such media as sound recordings, radio broadcasting, and motion pictures with sound, the focus of the field shifted from visual instruction to audiovisual instruction” – Reiser, R., & Dempsey, J. V. (2018) Trends and Issues in Instructional Design and Technology. 4th ed. NY: Pearson
Reflection
Knowing Instructional Design and Technology terminology and definitions is important for a number of reasons. First, it helps to ensure that everyone involved in the design and development of educational materials is on the same page. By having a common language, everyone can communicate more effectively and efficiently. Second, having a shared understanding of the terminology and definitions helps to ensure that everyone is working from the same set of assumptions and expectations. This can help to reduce confusion and misunderstanding, and can help to ensure that everyone is working towards the same goal. Finally, having a shared understanding of the terminology and definitions can help to ensure that everyone is using the same tools and techniques in the design and development process. This can help to ensure that the end product is of the highest quality and meets the needs of the intended audience.