s barker ed tech 504 synthesis paper

8/11/2019 s Barker Ed Tech 504 Synthesis Paper

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RUNNNING HEAD: INSTRUCTIONAL DESIGN AND EDUCATIONAL TECHNOLOGY

Instructional Design and Educational Technology

Stacie Barker Boise State University


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2 INSTRUCTIONAL DESIGN AND EDUCATIONAL TECHNOLOGY

Abstract

This research paper will look at instructional design theories and models and how they relate to

educational technology. irst! it will give background in"ormation on what instructional designis. #e$t! it will discuss the di""erent models that are used "or instructional design. inally! it willdiscuss how instructional design connects with technology in the classroom along with the

di""erent models.


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Overview of Instructional Design

Instructional design is the process o" teaching that is enhanced through assessment and

organi%ed learning materials. According to &'man! (instruction is a systematic process in which

every component )i.e. teachers! students! materials! and learning environment* is crucial to

success"ully learning( )&'man! +,--*. During the instructional design method there are several

"actors that need to be written in the design steps. There are "our standards that important "or

instructional designs.

The "irst part o" instructional design is distinguishing your goals and ob ectives. This is

important because it you need an ending goal and set o" ob ectives that you want your learner to

know by the end o" the lesson/class. 0ou need to make sure the goals and ob ectives are

obtainable and that they are measureable.

The second step in the process is deciding what instructional activities you will use in

order to reach those goals. In order "or the learner to gain knowledge o" the sub ect you have to

have certain activities that will help the learner succeed. Activities could be in the "orm o"

pro ects! discussions! or a combination o" various tasks.

The third part o" the process o" instructional design is to create an assessment that will be

used to determine i" your leaner reached the goals. This step is very important because it allows

you to see i" the learner has mastered the goals and ob ectives that you established in the

beginning.


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The "inal step in the instructional design theory is to ad ust and modi"y according to the

needs o" the learner. These steps are crucial because the "irst time you do this instructional design

process it will be not be per"ect. 0ou need to get "eedback "rom the di""erent people! such as1

teachers! e$perts in that speci"ic content area! and students in order to get enough "eedback about

your pro ect. eedback "rom an e$pert in the area that you will be teaching will help you make

sure you have the correct ob ectives and that they are attainable. 2etting advice "rom the learner

will help you know what areas or activities were high 3uality and which ones were not. Teachers

have to be able to adapt their teaching according to their learners needs. According to Spector

(constructivists are right in suggesting that learners! especially more advanced learners! should be allowed some control o" the instructional design and modeling. As learners progress towards

higher levels o" e$pertise! they are 3uite naturally better situated to make decisions about what is

appropriate to learn ne$t! what is lacking with regard to their understanding o" a particular

concept! and so on( )Spector! -445*. During this step! testing out your initial lesson with a trial

run with a "ew learners will also give you important and valuable "eedback on what to keep and

what parts o" the pro ect need to be changes.

Instructional Design Models and Methods

This section is about the di""erent models and methods that are used and can be used

when doing instructional design. Some o" the models are more popular than others but each o"

the models can be e""ective "or the right person or pro ect. I will discuss 6 di""erent instructional

design models12agn7 Theory o" Instruction! the A.D.D.I.E. model! Dick and 8arey 9odel! and

"inally the A:8S model.


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Gagns Theory of Instruction. 2agn7 ac3uires his ideas "rom the behaviorism theory

and cognitivisim theory. ;e has nine di""erent events o" instruction. The "irst event is to gain the

attention o" the learner. The instructor/teacher gives the student something about the sub ect that

engages the learner and makes them interested on what is going to be taught. The second event is

telling the learner the ob ectives that they will be learning. The learner will know what is

e$pected o" them and they will know what they are going to learn at the conclusion o" the lesson.

The third event is discussing with the learner their background knowledge o" the sub ect.


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to deliver the in"ormation the learner. ourth is implementing phase= during this phase designers

have to try out the product "or any bugs or glitches that might be in the program or lesson. They

have to decide what works and what does not work. The designer needs to make sure all the

books! e3uipment and technology is properly working "or the learner. >ast is the evaluation

phase= during this stage the designer will make necessary changes to the product so that it can be

a success"ul pro ect. ;aving an assortment o" multimedia options allows you to meet the needs

o" all the learners and lets them discover how it can be signi"icant and important to them. (The

original goal o" ADDIE was to increase the e""ectiveness and e""iciency o" education and training

by "itting instruction to obs?eliminating peripheral knowledge "rom courses while ensuringthat students ac3uired the necessary knowledge and e$pertise to do the ob( )Allen! +,,@*.

Dick and arey Model. This model contains ten ma or process components. The "irst

stage is to identi"y the goal o" the learner when the instruction has been completed. The second

step is doing a step by step o" how the learner is going to reach their goal and what in"ormation is

necessary when they are trying to reach their goal. The third step is to e$amine the learner and

"ramework. It is important to see what background knowledge they have prior to the learning and

what types o" behaviors do they show. Another signi"icant "actor is their motivation on the

sub ect and academics in general. The "ourth step is to write the ob ectives that the learner will

meet. The "i"th step is to build assessment tools that will help you to see what ob ectives the

learner has "ul"illed during the course or lesson. The si$th step is to develop and improve

di""erent strategies "or presenting the in"ormation. 9aking sure that the learner is active and

involved in the learning. ;aving activities that they can complete "ollowing the lesson. The

seventh step is to design and choose instructional strategies. The eighth step is to collect


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in"ormation on how to better help with the instruction. The "inal step is to ad ust and modi"y the

instruction according to the data that was collected )Dick! -44@*.

A! " Model. The A:8S model was created in -4 4 and includes a systematic design

process. It can be separated into steps o" de"ine! design! develop! and evaluateC ) eller! -45 *.

The A:8S model (assumed that people will be motivated to engage in the activities i" they

perceive there is a positive e$pectancy to be success"ul and i" the activities are linked to the

satis"action o" their needs( )8heng! +,,4*. The model was made to increase the interest o"

instructional resources! instructor per"ormance! and how the instruction is designed. The A:8S

9odel de"ines "our ma or conditions )Attention! :elevance! 8on"idence! and Satis"action* that

have to be met "or people to become and remain motivatedC ) eller! -45 *. The motivation can

be intrinsic or e$trinsic. This model relates to connectivism and how important it is to have

rewards while learning. :ewards are important because it makes the learner want to continue to

learn! it is what keeps them motivated ) eller! -45 *.


Teachers are being very motivated to learn and develop new ways to use and incorporate

technology due to new technology that is becoming available. Due to these advances in

technology! teachers are able to spend less time presenting in"ormation to their students and more

time preparing the in"ormation "or their students. (In classrooms where students engage in

learning! teachers are more than in"ormation givers. Teachers are "acilitators! guides! and colearners. As "acilitators! teachers provide rich learning environments! e$periences! and activities=

create opportunities "or students to work collaboratively! to solve problems! do authentic tasks!


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and share knowledge and responsibility. Teachers play comple$ and varied roles as guides. They

mediate! model! and coach( )Fones! Galde%! #owakoski! H :asmussen! -44 *.

Instructional design has emerged in response to the pressing need "or an e""ective!

e""icient and reliable educational system. Instructional design involves things such as task

analysis! behavioral ob ectives! criterion re"erence testing! individuali%ed instruction )2illespie!

-445*. Instructional design helps with di""erent online teaching models. Jn line courses are the

latest in a long series o" applications o" in"ormation technology to support teaching and learningC

)2illespie! -445*. These models are not only used in higher education! but are 3uickly becoming

more common in high school and home schooling programs. Karents are able to home school

their students like never be"ore with due to access o" hundreds o" online learning programs. 9ore

and more colleges are reali%ing that students do not have the time to sit in traditional college

settings. Keople need the "le$ibility to be able to work and attend college courses at the same

time. Jnline teaching is also gaining more creditability than it once had. Jnline teaching helps

students to gain easier and earlier access to use"ul in"ormation and a better method "or

dissemination o" this in"ormation to studentsC )2illespie! +,,5*. Jnline learning is great "or

learners who have busy schedules and time constraints that would otherwise prevent them "rom

attending a traditional school type setting. It helps students make better use o" their time and

makes them become proactive about their learning.


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the toolM 0ou simply canLt ust bring a new technology in and think it is going to teach your

students "or you. 0ou need to have a goal and a set o" ob ectives that you wish to accomplish.

This is where the instructional design process comes into play. 0ou need to understand the entire

process o" instructional design in order to success"ully be able to use the technology more

e""ectively.


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educational technology theories and strategies we are giving students a ump start and are

helping to level the playing "ield. (>earning is its own motivator and results in a li"elong passion

"or solving problems! understanding! and taking the ne$t step in their thinking and activities(

)Fones! Galde%! #owakoski! H :asmussen! -44 *.


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:e"erences

Allen!

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