- How do the definitions in the first
chapter compare to your own definition of instructional or educational
technology? What experiences or other
influences have shaped your definition? How has your definition changed from
examining the definitions in the first chapter of this book? As I consider the field of Educational Technology, as it is known through the college, I find myself think of Media and how it is used to enhance education and thus the learner. I was surprised that the field has been around as long as it has. Our textbook, Trends and Issues in Instructional Design and Technology, states that the field can be traced back to the first decade of the twentieth century. I had always thought of Educational Technology as a new field as I have always associated it with computers and computer aided education. This idea comes from always having computers available to enhance my learning. The idea that Instructional Technology, another name for the field, has a focus on instructional media started in the 1920’s and continued to be the focus until the 1950’s. This media was mostly print at first, and overtime developed into film. I think many today still see instructional technology as film/digital media. I found it very interesting that as early as the 1963 definition, by the Department of Audiovisual Instruction started to focus on design. This leads me to where I really sit on Educational Technology, or as the text calls it Instructional Design and Technology. I see our field as leading Education to enhance learning through the design of and implementation of technology based instruction to assist the learner in process of their own education. As I stated there must be design and then successful implementation, I see so many educators trying to incorporate technology in their lessons, but not preparing for it properly. The 2008 AECT definition hits on three parts creating, using, and managing of technology. I wonder why this is, that a field that educates students that are digital natives, seems to not prepare themselves properly to manage the technology that is available. Then like my definition the author’s definition gets into the purpose of Instructional Design and Technology, and that is to enhance the learner’s performance. I look back to my early dealing with Educational Technology, this have been in the mid to late 1980’s. I remember going to the computer lab and practicing what we had learned in the elementary classroom. The two programs that stick out in my mind the most were one where we would be shown a clock and we had to tell what time it was and then another that would show money and we would have to tell how much there was. Although basic, these programs enhanced my learning of these two concepts. They program could give instant feedback, correct or wrong, and they could also provide a chance to rethink and try again. As I moved through my education other types of technology helped enhance my understanding and performance when it came to different subjects. Being a visual learner technology, especially visual media has helped me greatly. Both my wife and I turn to visual technology when we need to learn or improve a new skill; our most likely resource is YouTube. This enables us to take our learning into our own hands as needed. That brings me to what I think is the most powerful part of our field and where I see Instructional Design and Technology headed, and that is the power of learning whatever, wherever, and whenever a learner wants. I think that our field is headed to help students learn the proper ways to use technology, to enhance their own learning. I also think we will be more responsible for providing educators way to incorporate technology in their classroom.
- Next, think of a lesson or unit of
instruction that you have developed. Or if you haven’t ever taught or developed
instruction, think of one that you have received. How does that lesson adhere
or fail to adhere to the six characteristics of instructional design? How would
you redesign it to better adhere to the six characteristics.
Greenville ISD started participating in training conducted
by the Schlechty Center. The
focus for teachers this year was lesson
design. The lesson the middle school social studies team developed is
pictured below. 
As a member of a Schlechty design team you take all of these
characteristics into mind. First you have to decide your “WHO” or Student
Centered. Once you have your “WHO” then
you deign “Work” that will be meaningful have measured outcomes, and have a
clear goal at the end. This end goal is the “Picture of Success”. I have not
yet taught this lesson yet, however, I will be teaching it later this year. The
idea of this lesson is to have the student learner apply knowledge that has
been gained throughout the year to produce a product that demonstrates why a
person or business should relocate to a region of the United States Pre-Civil
War. What the pictures do not show is the rubric for grading or the other
knowledge that was gained prior to this lesson. There would be a pre-test
before this lesson so that I might gain an insight as to what my students have
learned. I believe that this lesson would meet all of the requirements of the
Six Characteristics of Instructional Design.
- In
the 3rd chapter, Reiser distinguishes instructional media from instructional
design, excluding teachers, chalkboards, and textbooks from the definition of
instructional media. Why? Would you consider teachers, chalkboards, and
textbooks instructional media? Is the purpose of instructional design to
incorporate media into instruction? The first three chapters of your book
define the IDT (Instructional Design and Technology) field and provide a
history of how it has evolved over time. In your blog post for this week,
reflect on the following: Reiser
distinguishes instructional media as the physical components for instructional
purposes. Reiser seems to exclude the teacher, chalkboards, and textbooks in the
possibility of instructional media because these three components are essential
to all other types of instructional media. I believe he also excludes them so
that it can help shape the view of the reader when it comes to instructional
media and instructional design. Teachers, chalkboards (interactive whiteboards),
and textbooks (e-textbooks) have long been the backbone on instruction and even
before there was the idea of instructional media these components were part of
the classroom. I think without them it does not matter what other media is
used. Media can only be instructional if it is planned and presented. For this
reason I would not include these in the definition of instructional media.
However, I do believe based on the text and my own experiences that the purpose
of instructional design is to incorporate media into instruction. I also
understand instructional design to be the training and implementation of
instruction that meets the characteristics of instructional design.
The
instructional design process is known as ADDIE. Analyze, Design, Develop, Implement, and through the whole
process Evaluate. Based on my experience as a Robotics Coach, teaching the
engineering design process, and being involved with the Schlechty Center and their
process of design, along with what I have gained from this book I have
concluded that the ADDIE instructional design process seems to fit nicely with the
other two. ADDIE also wraps up the key denominational parts of instructional
design as it has been defined throughout the history of our field.
Greenville ISD started participating in training conducted
by the Schlechty Center. The
focus for teachers this year was lesson
design. The lesson the middle school social studies team developed is
pictured below.
As a member of a Schlechty design team you take all of these
characteristics into mind. First you have to decide your “WHO” or Student
Centered. Once you have your “WHO” then
you deign “Work” that will be meaningful have measured outcomes, and have a
clear goal at the end. This end goal is the “Picture of Success”. I have not
yet taught this lesson yet, however, I will be teaching it later this year. The
idea of this lesson is to have the student learner apply knowledge that has
been gained throughout the year to produce a product that demonstrates why a
person or business should relocate to a region of the United States Pre-Civil
War. What the pictures do not show is the rubric for grading or the other
knowledge that was gained prior to this lesson. There would be a pre-test
before this lesson so that I might gain an insight as to what my students have
learned. I believe that this lesson would meet all of the requirements of the
Six Characteristics of Instructional Design.
The
instructional design process is known as ADDIE. Analyze, Design, Develop, Implement, and through the whole
process Evaluate. Based on my experience as a Robotics Coach, teaching the
engineering design process, and being involved with the Schlechty Center and their
process of design, along with what I have gained from this book I have
concluded that the ADDIE instructional design process seems to fit nicely with the
other two. ADDIE also wraps up the key denominational parts of instructional
design as it has been defined throughout the history of our field. 
I am really glad to be assigned to read your blog. It has been very helpful for me to see this material through the eyes of an educational designer. Not having a large background in education I learned a lot from you.
ReplyDeleteAs a novice, I was happy to find I had similar ideas concerning the meaning of instructional design. My thoughts regarding the definition also consisted of technologies used in presenting educational material. The deep history of instructional design surprised me as well. I didn’t realize the field has been around so long. In the technology mindset, it’s easy to consider instructional design as something new. Most interesting in this portion of the reading is learning that educators have always tried to incorporate fresh new ways to reach their audience. It’s quite understandable why difficulties remain in finding an all-encompassing description of the profession.
Your definition reveals a point of view that allowed me to comprehend more easily Reiser’s definition from the text. The focus in design of educational material should be on enhancing the learning experience and measuring the effectiveness of that experience. It only makes sense to consider the science of learning in order to develop a course. From that position, incorporating different media styles would be a natural progression.
Frustrations can abound in both the instructor and the student when considering the array of available technologies today. Successful implementation is a bit more difficult. Technology changes rapidly. One can get overwhelmed by technological choices available while structuring a learning presentation. Sometimes you may not be given much time to prepare. The desire to find new ways to keep the learner interested and appeal to multiple learning styles can often lead to unsuccessful results. Because educators may have more technologically sophisticated audiences, often times they can be learning as much as the students. Rather than viewing this as a frustration look upon it as a mutual learning environment. It’s not always clear what avenue leads to the best learning experience. As you stated in your blog, evaluation has to be an essential part of any learning development. It is central to the ADDIE system and allows for constant improvements.
The learning structure of the class you will teach appears to have all six components. Most of them are fairly self-explanatory. Less clear to me is the self-correcting phase of the six components. I see how a pretest can help you measure learning. Would you use the data collected from pre and post testing to correct or enhance the lesson plan?
Your observations as to why Reiser wanted to exempt teachers, blackboards, and books are similar to mine as well. These three components are usually pervasive in any learning environment, it was important for the authors to separate them as they presented other technological forms of instructional media. By choosing to remove these three factors, it becomes easier to discuss newer technological inputs. This consideration allows for a deeper understanding for the relevance of including technology in the definition of instructional design.
Orion,
DeleteI have enjoyed reading your reflection. Your definition of Educational Technology/Instructional Design has made me sit and think and I really like it. As educators we are leading education to enhance learning through the design and implementation of technology based instruction. The most interesting part to me in this definition is assisting the learner in process of their own education. To me, I think that goes back to being a facilitator and allowing students to create and learn through technology with some assistance from the teacher. I must say that in my first few years of teaching I was guilty of incorporating technology but not preparing properly. I believe it came from a lack of knowledge and coming from an alternative certification program, using a smartboard, etc it was definitely a work in progress. You are right with digital natives we as educators have to make sure we are properly prepared. I think it goes back to some teachers not being knowledgeable or comfortable with technology. You mentioned that our field is headed towards helping students learn the proper way to use technology I believe it is already happening with tablets and other technologies being used in school.
You have a great example of a lesson that hosts all parts of the 6 characteristics. This lesson design reminds me of the Frayer Model and you seemed to have covered all parts of the lesson. I think it’s important and a great decision to do a pre-test to measure their prior-knowledge. As you know that will give you insight on where they need to go. One question I have is what technology will be integrated?
I agree that the purpose of instructional design is to incorporate media into instruction. As times have changed it seems that educators have incorporated certain media into instruction and as times change so does the various media. I think the design model works well because it I view it as beginning and ending with analyzing. To me, analyzing at the beginning of the lesson allows you to know what to implement just like you are going to do with your lesson, and analyzing at the end of your lesson allows you to know what you’re going to reteach. I bet being a Robotics Coach is awesome and allows you to see the design process in a completely different way.
1. Its funny how time has changes digital media and is now outpacing the Y generation. I am a visual/auditory learner myself and I have to frequently reread technical lectures to grasp the information. The more practice with educational technology will help to improve everyone around us to be better instructors.
ReplyDelete2.That is a wonderful project for students, the teacher can use it as a measurement gauge to give an idea of what the students internalized during the school year.
3.It is many that think the older methods of chalkboards and textbooks should not be included. I personally think they are still very important today and should be utilized with the errors that may be associated with technology.