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A Travelog of Instructional Design

Fiona Springer

Photo: Fiona Springer.12 Aug 2010



Table of Contents

Page3-4.............History of I.D.5-6.............Definition of I.D.7-8.............Notion of "Systems"9-10...........Use of Models

11-12.........Constructivism13-14.........Empiricism15-16.........Behaviorism17-18.........Information Processing Theory19-20.........Relate I.D. to Ed Tech



History of ID

According to Reiser (2001), I.D.'s genesis came from psychologists who

developed instructional solutions for training WWII personnel. Trainingstarted to be treated as a system where instructional tasks were brokendown using analysis, developing strategies and evaluation. The shape of ID grew from models, learning theories and the development of mediaand technology tools for instructional purposes. By the 1970's, Skinner'sprogrammed instruction, behavioral objectives popularized by Mager andBloom, criterion referenced testing, and using formative evaluation of learning materials were incorporated into ID's development. From the1990's the use of computers, authentic learning tasks, rapid prototyping,web-based learning, and performance support systems were someupdates that called for careful design of learning resources.

The history as to where I am here now on my map lies in many stages I

passed through and the connections I made using different mediawhether bus, plane or train.

Scanned image of RATP Paris Travel Kit map.



Definition of ID

Instructional Design can be viewed as a process that uses analysis, strategy and evaluation of principles of learning and media to produce effective,

creative and engaging resources for learning. By integrating proven principleswith the instructional designer's personal creativity, the quality of the resourcematerials should be more assured.

The design of the Lancashire Halo stands on 3 legs just as ID resources/learning materials arise from the 3 basic elements of the process. Engineeringprinciples guarantee the stability of the Halo which stands out in the landscape

of an expended landfill.

http://en.wikipedia.org/wiki/File:Halo_in_Haslingden,_Rossendale,_England.jpgThis file is licensed under the Creative Commons Attribution 3.0 Unported license.

Attribution: Mafiasheep at en.wikipedia

http://en.wikipedia.org/

http://en.wikipedia.org/wiki/User:Mafiasheep

http://creativecommons.org/licenses/by/3.0/deed.en

http://en.wikipedia.org/wiki/en:Creative_Commons

http://en.wikipedia.org/wiki/File:Halo_in_Haslingden,_Rossendale,_England.jpg



Notion of "Systems"

A "systems" approach recognizes that all components

comprising the whole are needed to achieve a commonobjective. Tools, materials, strategies, the learning context, allplayers in an instructional environment must operatecoherently. Systematic planning breaks down the process intosmall steps, lays the basis for subsequent steps and acts as asecurity net when design or process flaws are identified. This

allows the designer to revisit previous steps, taking correctiveaction.

Scaffolding's iterative design covers the entire building andbreaks access to it into small sections. The bottom of thescaffold is the foundation for steps that come after. The safety

net catches flaws before there is a "fatal crash".

http://www.flickr.com/photos/matthijs/49773076/sizes/o/in/photostream/





Use of Models

Models provide guidelines to complete complex tasks,often presentingcommon traits applicable for most contexts. It is easier for others to replicate

the process. Gustafson and Branch (2002) reveal that models help usvisualize and manage the process, select the best tools, and provide us withthought for future research.Most Instructional Design models incorporate the ADDIE process: Analyze,Design, Develop, Implement and Evaluate. Some models favor a sequentialapproach, building on completed steps but as suggested by Molenda (2003),most agree to a largely sequential yet iterative process. Others prefer

concurrency models, likened to a ball of worms in Smith and Ragan (2005).The latter model is frequently used with rapid prototyping techniques. Thechoice of model should be adapted as required. The orchestra has to produce the music just as the composer wants. Thesheet music can be used as a model since it breaks down the passages for each instrument and guides the tempo, interpretation, and pauses.

http://www.fotopedia.com/items/jupilucha-GTb_cte4Q4cMichel Tronchetti

http://www.fotopedia.com/items/jupilucha-GTb_cte4Q4c



Constructivism

Knowledge is not transmitted, instead, learners actively draw

meaning through their own personal interpretations andexperiences. Smith and Ragan (2005) discussed 3 major movements from among constructivist thinking:

1. that learners reason and construct knowledge individually;2. that they work collaboratively to negotiate and elicit

meaning from multiple perspectives;

3. that learning is contextual or situated in the learningactivity itself.

How can a blind person know what an elephant looks like? Bytouching individually or by many people touching anddescribing their perspective, the elephant's appearance is

constructed.

http://www.flickr.com/photos/vipez/2529914051/sizes/z/in/photostream/





Empiricism

Empiricists stress that what is experienced becomes

the source of knowledge. Therefore, most contendthat reality or knowledge is objective and there is onlyone meaning to be derived from the data presented.John Locke the 17th century philosopher thought that wecame as blank slates to be filled. Making generalizationson the basis of results of experiments rather thaninterpretation or personal experience is the essence of this philosophy.With my chemistry set, I understand my world andwhat is reality once I have completed my experiment.

http://www.flickr.com/photos/jvk/1349712069/sizes/z/in/photostream/

http://www.flickr.com/photos/jvk/1349712069/sizes/z/in/photostream/



Behaviorism

Since behaviorists focus on what is observable, giving anappropriate response to a specific stimulus indicates learning hasoccurred. Early theorists felt that positive reinforcement for correctresponses encouraged learning. While much of behaviorism is nowcriticized for encouraging teacher centered instruction,contemporary ID draws upon the practice of formative evaluationof learning materials as they are developed and incorporating arange of media into instructional design.

Anger a chameleon or flirt (if you are one) and watch him respondto that particular stimulus with the appropriate color change.Environment can also lead to color change.

http://www.flickr.com/photos/hamed/1240847864/sizes/z/in/photostream/

http://www.flickr.com/photos/hamed/1240847864/sizes/z/in/photostream/



Information Processing Theory

As a cognitive learning theory, Information Processing Theoryhighlights the role of the learner in constructing meaning. Multi-Store Models view learning "as a series of transformations of information through several types of storage or memory" (Smithand Ragan, 2005, p. 26). Information that moves from short termstorage into long term memory, has to be meaningful and thusmore likely to lead to permanent change in behavior.

The cocoon 'stores' the chrysalis before that final meaningfultransformation, permanently changed into a butterfly.

http://www.flickr.com/photos/kukkurovaca/2808693341/in/photostream/





Relate I.D. to Ed Tech

Based on the definition from Januszewski & Molenda

(2008), Educational Technology focuses on improved learningand performance through the use and management of themost appropriate technological process andresources. Similarly, Instructional Design uses processes andresources strategically to achieve effective learning outcomes. BothEd Tech and I.D. draw their validity from theoretical and

philosophical bases of learning. Consequently, I.D. is a criticalprocess in the choice, use, management and evaluation of thematerials and strategies that bring about improved educationaloutcomes.

Going safely by the Ed Tech plane leads to improved speed of

travel. The I.D. wheels and landing gear provide the smoothtake off and safe landing for the instructional journey.

Photo Credit: Fiona Springer. 12 June 2011.



A.P.A. References

Gustafson, K. L. & Branch, R.M. (2002). Survey of Instructional Development Models. 4th Edition.

Retrieved from: http://edtech.mrooms.org/pluginfile.php/45994/mod_page/content/2/ID-MODELS_Gustafson-and-Branch.pdf Januszewski, A., & Molenda, M. (2008). Chapter 1: Definition. In Educational technology: A definition withcommentary (pp. 1 – 14). NY: Lawrence Erlbaum, Inc. Molenda, M. (2003). The ADDIE Model Retrieved from http://edtech.mrooms.org/pluginfile.php/45994/mod_page/content/2/The_ ADDIE_Model_Encyclo-1.pdf

Reiser, R.A. (2001). A History of Instructional Design and Technology: Part II: A History of InstructionalDesign . (pp. 57–67). Retrieved from http://edtech.mrooms.org/pluginfile.php/45994/mod_page/content/2/History-of-ID_Reiser.pdf Smith, P. L., & Ragan, T. J. (2005). Instructional design. Hoboken, NJ: John Wiley & Sons, Inc.

http://edtech.mrooms.org/pluginfile.php/45994/mod_page/content/2/History-of-ID_Reiser.pdf



http://edtech.mrooms.org/pluginfile.php/45994/mod_page/content/2/The_ADDIE_Model_Encyclo-1.pdf







http://edtech.mrooms.org/pluginfile.php/45994/mod_page/content/2/ID-MODELS_Gustafson-and-Branch.pdf

http://edtech.mrooms.org/pluginfile.php/45994/mod_page/content/2/ID-MODELS_Gustafson-and-Branch.pdf

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