Instructional Design Foundation
What is Instructional Design and Technology?
Digital Literacy and Personal Technology Plan
Digital Literacy and Personal Technology Plan
A field of study that combines educational theory with technology, using a systematic process focused on developing, implementing, and assessing educational resources and experiences.
Core Components of Instructional Design
- Analysis: Understanding learner needs and contexts.
- Design: Planning instructional strategies and materials.
- Development: Creating learning content (eLearning modules, videos, etc.).
- Implementation: Delivering content to learners.
- Evaluation: Measuring the effectiveness of instructional materials.
Tools and Technologies Used
- Authoring tools (Articulate Storyline, Adobe Captivate).
- LMS platforms (Canvas, Moodle, Blackboard).
- Analytics tools for tracking learner performance.
Digital Literacy and Personal Technology Plan
Digital Literacy and Personal Technology Plan
Digital Literacy and Personal Technology Plan
Explore Essential Technologies
- Learn to use industry-standard instructional design tools (e.g., Articulate Storyline).
- Familiarize myself with learning management systems (LMS) like Canvas or Moodle.
Engage with Digital Collaboration Tools
- Practice using tools like Microsoft Teams, Slack, or Trello for project management and collaboration.
Understand Digital Accessibility
- Learn the principles of accessible design.
- Use tools like Ally or WAVE to assess accessibility.
Explore Emerging Technologies
- Research trends like virtual reality (VR), augmented reality (AR), and gamification in instructional design.
Master Advanced Tools
- Deepen skills in tools like Adobe Creative Suite or advanced features in Articulate Storyline.
Engage in Data Analytics
- Learn to interpret learner analytics using tools like Google Analytics or LMS data dashboards.
Participate in Online Communities
- Join ID-related forums or LinkedIn groups to network and share knowledge.
Implement Emerging Technologies
- Develop a small project incorporating AI, VR, or AR into an instructional module.
Plan for Continued Learning
- Identify certifications, courses, or professional organizations to pursue after graduation (e.g., ATD, ISTE).
Program Goals
Program Goals
Program Goals
Develop Expertise in Instructional Design Models and Theories
Gain a solid understanding of foundational and contemporary instructional design models, such as ADDIE, SAM, and Universal Design for Learning (UDL).
Apply Learning Theories to Instructional Design
Master the application of cognitive, behavioral, and constructivist learning theories to create effective learning experiences.
Integrate Technology into Learning Solutions
Explore and apply emerging technologies (e.g., AR/VR, AI, gamification) to enhance learning environments and meet diverse learner needs.
Create Engaging and Accessible Learning Materials
Design and develop instructional content that is engaging, accessible, and inclusive for diverse audiences.
Advance Career and Professional Development
Build a portfolio showcasing expertise in instructional design, and develop a personal brand as an innovative leader in the field.
Career Goals
Program Goals
Program Goals
Career Goals in IDT:
I have two career goals and possible paths to explore in IDT. First, I am interested in working in the public safety industry (police, fire, ambulance) to build training for new employees. This may involve creating computer simulations to help new dispatchers learn how to take and record calls for service and use the computer aided dispatch program to dispatch fire or police.
Second, I would love to use IDT to create materials for homeschooling families. Homeschool families are always looking for quality educational materials for their students. Every year, there is a large homeschool trade show and conference in Ontario, California where new homeschool vendors introduce and sell their products. It would be a dream of mine to create a product worthy of presenting at that conference.
History of Instructional Design and Technology
The field of instructional design and technology has evolved significantly over the years, shaped by advancements in education, technology, and learning theories. Below is a timeline highlighting some of the key milestones that have contributed to the development of this field and industry.
1920s-1930s
- Psychologists like John B. Watson and B.F. Skinner laid the foundation for the scientific approach to education, focusing on observable behaviors and the use of reinforcement.
1940s-1960s
- 1946: The first formal instructional design model, known as the "Instructional Systems Design" (ISD) model, was developed to improve military training during World War II.
- 1956: Benjamin Bloom introduced "Bloom's Taxonomy," a hierarchy of cognitive skills that became a cornerstone for creating educational objectives and assessments.
1970s
- 1970s: The emergence of educational technology expanded with the introduction of audiovisual materials in classrooms, including slides, films, and audio recordings, enhancing traditional teaching methods.
- 1975: The creation of the "ADDIE" model (Analysis, Design, Development, Implementation, Evaluation) by Florida State University provided a widely adopted framework for instructional design.
1980s
- Early 1980s: The advent of personal computers revolutionized instructional design. Software designed for educational use, such as Logo and HyperCard, emerged, allowing for interactive learning experiences.
- 1985: The introduction of computer-based training (CBT) programs provided new avenues for self-paced learning, particularly in corporate training environments.
1990s
- 1995: The launch of the Internet began to change the landscape of education. Online learning platforms, such as CourseInfo (later Blackboard), began to emerge, facilitating distance education.
- 1999: The development of SCORM (Sharable Content Object Reference Model) set the standard for e-learning interoperability, enabling content to be reused across various platforms.
2000s
- 2000: The term "e-learning" gained popularity, and more institutions began offering fully online degree programs. This period saw an increase in the use of Learning Management Systems (LMS), making it easier to manage and deliver online courses.
- 2004: The introduction of social media platforms and Web 2.0 technologies enabled collaborative learning experiences, allowing students to engage with peers and instructors in new ways.
2010s
- 2010: The rise of smartphones and tablets democratized access to education, leading to the growth of mobile learning (m-learning) and learning apps that cater to diverse learning styles.
- 2015: Massive Open Online Courses (MOOCs) became a significant trend in higher education, offering open access to courses from prestigious institutions worldwide.
Recent Developments
- 2020-Present: The COVID-19 pandemic accelerated the adoption of online learning and hybrid models, pushing educational institutions and businesses to adapt quickly to remote delivery methods.
- Emerging Technologies: Virtual reality (VR) and augmented reality (AR) have started to be integrated into instructional design, providing immersive learning experiences.
Looking Ahead
Instructional design and technology continue to evolve, driven by technological advancements and an ongoing commitment to improving the learning experience. As we move into the future, the focus will likely be on creating more personalized, engaging, and accessible learning environments that leverage innovative technologies to meet the needs of diverse learners.
Notable Scholars in Instructional Design and Technology
Benjamin Bloom
Robert M. Gagné
Robert M. Gagné
Contributions: Bloom was an educational psychologist best known for developing "Bloom's Taxonomy," a framework for categorizing educational goals. His work has had a lasting impact on instructional design, providing educators with a structured approach to crafting learning objectives and assessments that promote higher-order thinking skil
Contributions: Bloom was an educational psychologist best known for developing "Bloom's Taxonomy," a framework for categorizing educational goals. His work has had a lasting impact on instructional design, providing educators with a structured approach to crafting learning objectives and assessments that promote higher-order thinking skills.
Image: University of Chicago Library, Special Collections Research Center
Robert M. Gagné
Robert M. Gagné
Robert M. Gagné
Contributions: Gagné's seminal work in instructional design led to the development of the "Nine Events of Instruction," which serve as a guide for designing effective learning experiences. His theories emphasize the importance of understanding how people learn and sequence material to facilitate better retention and transfer of knowledge.
Lev Vygotsky
Robert M. Gagné
Lev Vygotsky
Contributions: Vygotsky’s social constructivist theory emphasizes the importance of social interaction and culture in learning. His concept of the "Zone of Proximal Development" (ZPD) is essential for instructional designers in understanding how to scaffold learning experiences that push learners slightly beyond their current capabilities.
John Dewey
B.F. Skinner
Jean Piaget
Contributions: A pioneer in experiential education, Dewey emphasized the importance of learning through experience. His philosophy advocated for active participation in learning, arguing that education should be relevant and applicable to real-life situations.
Jean Piaget
B.F. Skinner
Jean Piaget
Contributions: Piaget is known for his work on cognitive development and his theory of constructivism. He proposed that children learn through stages and develop schemas—mental models of understanding. His research highlights how learners actively construct knowledge through experiences, influencing instructional strategies for engaging cognitive processes.
B.F. Skinner
B.F. Skinner
B.F. Skinner
Contributions: A leading figure in behaviorism, Skinner developed the theory of operant conditioning, which focuses on how behavior is influenced by rewards and punishments. His work in applied behavior analysis has had a lasting impact on educational practices and instructional design, particularly in behavior modification techniques.
Learning Theories
Behaviorism
Behaviorism is a learning theory that focuses on observable behaviors and the responses to environmental stimuli. This theory suggests that learning is a result of conditioning and reinforcement.
- Conditioning: Learning occurs through conditioning, where behaviors are shaped by rewards (positive reinforcement) or consequences (punishment).
- Stimulus-Response: Learning involves a direct relationship between a stimulus and the learner’s response, with no emphasis on internal mental processes.
- Reinforcement: Consistent rewards for desired behaviors reinforce those behaviors, while punishing undesirable actions discourages them.
Behaviorist methods are commonly used in classroom settings for managing behavior and encouraging participation through systems of rewards and punishments. For example, using a points system to reward students for completing assignments or demonstrating good behavior.
Cognitivism
Cognitivism focuses on understanding the mental processes that influence learning. It emphasizes how information is received, processed, stored, and retrieved.
- Information Processing: Learning involves processing information rather than just responding to stimuli. Cognitive theories liken the brain to a computer that encodes, stores, and retrieves data.
- Active Learning: Learners actively create their own understanding by engaging with materials and reflecting on their learning experiences.
- Constructing Knowledge: Cognitive theories suggest that learners build upon prior knowledge and new experiences to understand concepts better.
Instructional strategies that promote cognitive learning include problem-solving tasks, discussions, and activities that encourage critical thinking, such as case studies and simulations.
Constructivism
Constructivism posits that learners construct their own understanding and knowledge of the world through experiences and reflection on those experiences.
- Active Participation: Learning is an active, contextualized process where learners engage with content and apply it to real-world situations.
- Social Interaction: Constructivists emphasize the role of social interaction and collaboration in constructing meaning and learning, suggesting that knowledge is co-created through dialogue and discussion.
- Personal Relevance: Learners relate new information to their own experiences and understanding, making learning more meaningful and effective.
Educational strategies based on constructivism include project-based learning, group work, and inquiry-based learning, where students explore topics in-depth and develop skills through hands-on experiences.