Chapter 1- What field did you say you were in?
In addition to the difficulty of describing to your friends and family what instructional designers actually do, what other challenges might arise from not having an industry standard, agreed upon terminology for labeling or describing what IDT is?
The field of instructional design had many different designations over the years, as it job relates to responsibility and job requirements. The field is constantly changing and therefore job descriptions are changing as well (Reiser, 2012). While standardized curriculums focus on teaching instructional elements integrated with technology, the breadth of responsibilities of an instructional designer are plentiful (Williams Van Rooji, 2013). In the past, instructional design has referred to incorporating media into lesson planning (Reiser, 2012). Today, the profession takes on a wider range of responsibilities and characteristics often overlooked by those unfamiliar with the field. To be a teacher, a doctor, a police officer or an engineer there is a set guideline for training and education that must be completed before entry into the field. The field of instructional design is much more vague and finding a job and proving credibility may prove to be a challenge.
Compare and contrast the two definitions of Instructional Design in 1970.
There are several ways to describe the field of instructional design. In the 1970’s, two common definitions rotated about the education field. The first definition stated the following:
“In its more familiar sense, it [instructional technology] means the media born of the communications revolutions which can be used for instructional purposes alongside the teacher, textbook and blackboard...The pieces that make up instructional technology [include]: television, films, overhead projectors, computers and other items of “hardware” and “software”(Reiser, 2012)
This definition casts the use of instructional design as a supplement to learning, used in collaboration with effective teaching methods and other traditional tools. This definition describes instructional design as a strategic supplement to best teaching practices in which technology can be effectively incorporated into the curriculum. The second definition takes on a more modern perspective, embracing the process of instructional design, not simply the output devices that are included in the implementation of such design (Reiser, 2012). The second definition reads :
“The second and less familiar definition of instructional technology goes beyond and particular medium or device. In this sense, instructional technology is more than the sum of its parts. It is a systematic way of designing . carrying out and evaluating the whole process of learning and teaching in terms of specific objectives, based on research on human learning and communication and employing a combination of human and nonhuman resources to bring about more effective instruction”
Clearly, the second definition is much more modern and embraces the concept of instructional design as a process in which learning is planned and intentional. The second definition paints a clear and concise picture of instructional design and how it should look and feel in a classroom where as the first definition simply refers to devices that can be used to supplement instruction.
Chapter 2- Characteristics of Instructional Design Models
Pick any three of the nine characteristics that the author uses to describe the systems concept and describe a scenario where these three characteristics interplay with one another.
There are several characteristics used to describe the systems concept of instructional design. The nine characteristics are systematic, systemic, responsive, interdependent, redundant, dynamic, cybernetic, synergistic and creative. Many times, these characteristics interact and rely on each other (Reiser, 2013). Instructional designs follow a systematic procedural method in which they adopt and adapt to rules to acclimate to the procedures being taught. This characteristic requires thought and introspection. Also, another characteristic that defines instructional design and directly correlates with the systematic characteristic is that of responsiveness. The responsive characteristic simply means that instructional design simply acclimates to the previously established context. Lastly, the synergistic quality states that all elements ultimately collaborate to make a bigger picture cohesive and unified (Reiser, 2012).
In instructional design, these principles can be carried out in a variety of different ways. An online classroom instruction adopts the systematic characteristic when hired for a new company and must format a class to suit the universities platform. If the class had been taught previously using a different online system, the system will respond and acclimate. Ultimately, the teaching style of the professor, the concepts that are being taught and the platform that it is being taught on will become synergistic and therefore unified.
Explain why taking a student centered approach to instructional design can be a powerful paradigm shift. Compare and contrast this approach to a “teacher-centered” approach.
Student centered instruction is learning that allows students to be active in their own learning. Cubukcu claims that this type of learning is allows students to set their own goals and objectives, develop methodologies for reaching the goals and apply meaning to concepts that they [students] have learned (2012). This type of learning is predominate in most online learning classes and has taken the responsibility of learning from the teacher’s hands, to that of the students. Allowing students performance, not the teachers, to be the focus of the course puts learning responsibility in the hands of the students (Reiser, 2012).
There is a lot that changes when a classroom is student-oriented. Students learn to invest in their own learning, internalize concepts to apply them to real-life applications and integrate goal setting and objective identification into daily learning practices. Instructional design is primarily student-centered in an effort to create critical thinkers that are capable of a fast paced, quick response professional environment.
Chapter 3- Characteristics of Instructional Design Models
Do you agree with the traditional role of instructional media and teachers that the broad educational community has held for the past 100 years; or do you agree with the viewpoints of some of the professionals in the ID&T field? Why?
Traditionally, visual media has been used in classrooms as a supplement to learning. Teaches used slides, films and other media to supplement their learning. The predominant thought was that these materials were a supplement to learning the material that the teacher had taught, but the instructor was deemed the primary source of information (Reiser, 2012). Today, instructional design as it relates to online learning has dramatically changed the way visual media is perceived. When classrooms were primarily chalk boards, paper and books students obtained most of the information they learned by reading. Today, almost all students have access to computers, ipads or other media devices and they unintentionally learn through use of such devices on a daily basis. In a classroom, visual and interactive media has transformed from a supplement to learning to a means of learning. Skills and concepts are often introduced via powerpoint, online instruction, photos or videos. Technology and instructional media has helped to reverse the role of the teacher, whereas now the role is to facilitate learning through use of technology.
What do you think the authors of Visualizing the Curriculum (1937) meant when they stated that the value of audiovisual material was a function of their degree of realism? Why do you think this was such an important book at the time?
In 1937, the initial onset of the the technological revolution was beginning. Schools were beginning to incorporate video and audio into instructional design to supplement learning. The author of Visualizing the Curriculum (1937) states “that the value of audiovisual material was a function of their degree of realism”. The authors were implying that the audio visual technology they were introducing would help to apply real life scenarios to every students learning experience. Today, we work to provide connections to real life experiences to make learning stick, to make concrete connections and to bring abstract concepts to concrete ideas. This book was written during a time that was revolutionized by technology, and this book was a symbol of innovation and creativity, in an effort to enhance learning in the educational community.
References
Cubukcu, Z. (2012). Teachers' Evaluation of Student-Centered Learning Environments.
Education, 133(1), 49-66.
Reiser, R. (2012). Trends and issues in instructional design and technology. 3.
PearsonPublishing
Williams van Rooij, S. (2013). The career path to instructional design project management: an
expert perspective from the US professional services sector. International Journal Of Training & Development, 17(1), 33-53
