Greetings from Inside Instructional Design

7/29/2019 Greetings from Inside Instructional Design

1/21


2/21

Table of Contents

Slides 3-4: History of Instructional Design

Slides 5-6: Instructional Design Defined

Slides 7-8: Systematic Instructional Design

Slides 9-10: Instructional Design Models

Slides 11-12: ConstructivismSlides 13-14: Empiricism

Slides 15-16: Behaviorism

Slides 17-18: Information-Processing Theory

Slides 19-20: Educational Technology

Slide 21: References

Stamp clip art licensed from the Clip Art Gallery on DiscoverySchool.com

by Mark A. Hicks, illustrator.
http://school.discoveryeducation.com/clipart/clip/po-stamp.html


3/21


4/21

Seeing this little girl on the stairs today mademe think about the history of instructional

design. As B.F. Skinner described in hisgroundbreaking 1954 article titled TheScience of Learning and the Art of Teaching,

effective instructional materials shouldpresent instruction in small steps, requireovert responses to frequent questions, provide

immediate feedback, and allow for learnerself-pacing (Reiser, 2001, p. 59). Instructionaldesign has its roots in psychology, and

Skinners concept led to formative evaluation

and a data-driven, empirical approach. Theyoung child on the stairs appears to be ready

for a journey. She is wearing a backpack andhas taken steps at her own pace down a

staircase, which represents history in terms ofwhere weve been with instructional design.Having arrived at the landing, she is now free

to run, skip, jump the future is wide open.

Photo by Johnny Hallhttp://www.flickr.com/photos/recipher/2491336563/

History of Instructional Design

Step by Step

From Research to Practice
http://www.flickr.com/photos/recipher/2491336563/


5/21


6/21

When I saw this picturesque image ofmountains and clouds reflected in water, I had

to reflect on the meaning of instructionaldesign. The process of translating principlesof learning and instruction into plans for

instructional materials, activities, informationresources, and evaluation (Smith & Ragan,2005, p. 4) is, in reality, more of an

expression. Instructional designers do thedifficult work of climbing the mountain throughanalysis, design, development,

implementation, and evaluation (ADDIE)

(Allen, 2006) while simultaneously expressingtheir creativity in HOW they choose to

accomplish these steps (represented byendless possibilities in the clouds). To me,

instructional design means reaching acrossmedia to build the experiences that will bestmeet the learning needs and objectives you

have identified. A good designer will reflect on

every step of the process and will not be afraidto look down from the mountain, up to the sky,

and across the horizon.

Photo by Simone A. Bertinottihttp://www.flickr.com/photos/mrlunastorta/7671481964/

Instructional Design Defined

Reflective and Creative Process

The Skys the Limit
http://www.flickr.com/photos/mrlunastorta/7671481964/


7/21


8/21


9/21


10/21


11/21


12/21

This odd-looking fellow reminded me ofconstructivism, an educational philosophy

positing that we all construct our own personalrealities. A man with a Lego head would likelybuild a Lego world based on his own

experience, which would be fully rational in theeyes of constructivists. A key tenet ofconstructivism is that knowledge is not

transmitted; it is constructed from the learnersexperience (Smith & Ragan, 2005, p. 19). Thisemphasis on the learner can contribute to a

sense of ownership in the learning experience.It has also been credited with a shift towardrealistic problem-solving experiences in real-

world learning environments (Reiser, 2001, p.63). While what is real remains subjective,

the practicality of personalized learning hasincreased leaps and bounds with adaptivelearning technology. In game/simulation

environments, students can actually construct

their own worlds and become the Legocharacter who learns best in that reality.

Photo by Sam Websterhttp://www.flickr.com/photos/samwebster/3875251345/

Constructivism

Your Own Personal Reality

Design Built to Order
http://www.flickr.com/photos/samwebster/3875251345/


13/21


14/21


15/21


16/21


17/21


18/21


19/21


20/21

Well, this is the last day of my trip, and myjourney through the fundamentals of

instructional design has been eye-opening. Ihave explored different perspectives not onlyon education but on reality itself. No matter

what approach you take or what model guidesyou in designing instruction, I believe that onething is certain: technology must be involved in

both the development and the implementation.Learners are using a wide variety oftechnologies in their academic, personal, and

professional lives. The tree of knowledge isgrowing organically for each individual,nurtured by interactionsboth online and in-

personwith peers, teachers, mentors, andmedia. Instructional designers are more like

gardeners than builders, analyzing the rootstructure, growth patterns, and surroundingenvironment of each tree. The soil today is

technology-rich, and we should take advantage

of this, meeting learners where they areontheir own technical turfby incorporating these

technologies into multimedia learningexperiences.

Image by purplestar321.deviantart.com

Educational Technology

Organic Growth

Endless Perspectives
http://purplestar321.deviantart.com/art/Technology-Vs-Mother-nature-145878477http://purplestar321.deviantart.com/art/Technology-Vs-Mother-nature-145878477


21/21

Greetings from Inside Instructional Design

Documents

Transcript of Greetings from Inside Instructional Design