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History of Instructional Design
Throughout the history of the profession there have been many definitions used to guide the field, design models introduced, and people that have influenced the field. -
The Science of Learning and the Art of Teaching - B.F. Skinner
"Programmed instructional materials, should present instruction in small steps, require active responses to frequent questions, provide immediate feedback, and allow for learner self-pacing (Reiser, & Dempsy, 2018) -
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The Programed Instruction Movement
"Programmed instruction has been credited by some with introducing the systems approach to education. By analyzing and breaking down content into specific behavioral objectives, devising the necessary steps to achieve the objectives, setting up procedures to try out and revise the steps, and validating the program against attainment of the objectives, programmed instruction became a technology of instruction foundation" (Reiser, & Dempsey, 2018). -
Taxonomy of Education Objectives - Bloom
"Within the cognitive domain there were verious types of learning outcomes, that objectives could be classified according to the type of learner behavior described therein, and that there was a hierarchical relationship among the various types of outcomes... Tests should be designed to measure each of these types of outcomes" (Reiser, & Dempsey, 2018). We now refer to this as "Bloom's Taxonomy". -
Instructional Technology Viewed As a Process
"Instructional technology should be viewed as a way of looking at instructional problems and examining feasible solutions to those problems" (Finn) -
Preparing Objectives for Programmed Instruction - Robert Mager
"This book describes how to write objectives that include a description of desired learner behaviors, the conditions under which the behaviors are to be performed, and the standards (criteria) by which the behaviors are to be judged" (Reiser & Dempsey, 2018). -
Criterion-Referenced Measures
"This type of test is intended to measure how well an individual can perform a particular behavior or set of behaviors. These measurements can be used to assess student entry-level behavior and determine the extent to which students had acquired the behaviors"(Reiser, 2001) -
Association for Educational Communications and Technology (AECT) (Donald P. Ely, 1963)
“Audiovisual communications is the branch of educational theory and practice concerned with the design and use of messages which control the learning process... include planning, production, selection, management, and utilization of components and entire instructional systems. Its practical goal is the efficient utilization of every method and medium of communication which can contribute to the development of the learners' full potential”
http://arcmit01.uncw.edu/erg1602/Definition.pdf -
Gagné's 9 Events of Instruction Model
The Nine Events
Gain attention
Inform learners of objectives
Stimulate recall of prior learning
Present the content
Provide “learning guidance”
Elicit performance (practice)
Provide feedback
Assess performance
Enhance retention and transfer to the job
http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/ -
To Improve Learning (definition one)
The Commission on Instructional Technology published two definitions entitled "To Improve Learning". "In its more familiar sense, it means the media born of the communications revolution which can be used for instructional purposes alongside the teacher, textbook, and blackboard... The pieces that make up instructional technology: television, films, overhead projectors, computers, and other items of hardware and software." -
To Improve Learning (definition two)
The Commission on Instructional Technology published two definitions entitled "To Improve Learning". "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 communications, and employing a combination of human and nonhuman resources to bring about more effective instruction." -
Association for Educational Communications and Technology (AECT) (Ely, 1972)
"Educational technology is a field involved in the facilitation of human learning through the systematic identification, development, organization and utilization of a full range of learning resources and through the management of these processes."
https://aect.org/independence_and_dispersion_pe.php -
The Definition of Educational Technology (Silber, 1977)
"A complex, integrated process, involving people, procedures, ideas, devices and organization for analyzing problems and devising, implementing, evaluating and managing solutions to those problems, involved in all aspects of human learning."
https://aect.org/independence_and_dispersion_pe.php -
The Kemp Model (a simplified list of the model components)
-Identify instructional problems, and specify goals...
-Examine learner characteristics...
-Identify subject content, and analyze task components...
-State instructional objectives...
-Sequence content within each instructional unit...
-Design instructional strategies...
-Plan the instructional message and delivery.
-Develop evaluation instruments to assess objectives.
-Select resources to support instruction and learning activities. -
Dick & Carey Model (Dick & Carey, 1978)
Walter Dick, Lou Carey, and James Carey's Model
Stage 1: Identify Instructional Goals
Stage 2. Conduct Instructional Analysis
Stage 3. Identify Entry Behaviors and Learner Characteristics
Stage 4: Write Performance Objectives
Stage 5. Develop Criterion-Referenced Test Items
Stage 6. Develop Instructional Strategy
Stage 7: Develop and Select Instructional Meterials
Stage 8: Develop and Conduct Formative Evaluation
Stage 9: Develop and Conduct Summative Evaluation -
ARCS Model (Keller, 1979)
"The ARCS model is an instructional design approach that focuses on the motivational aspects of learning environment. Categories representing the four components of motivation: arousing interest, creating relevance, developing an expectancy of success, and producing satisfaction through rewards" (Keller 1983).
http://www.instructionaldesign.org/models/arcs -
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The 80's
The 80's were a quiet decade for instructional design (ID) in K-12 education. However, instructional design remained strong in business, the military, and in the international stage.
One area of interest that came on the horizon in the 80's in ID was the use of computers for instruction. This gave birth to the performance technology movement. -
The ADDIE (It was originally a linear or waterfall model, 1975)
"The ADDIE model is the generic process traditionally used by instructional designers and training developers. The five phases—Analysis, Design, Development, Implementation, and Evaluation—represent a dynamic, flexible guideline for building effective training and performance support tools."
http://www.instructionaldesign.org/models/addie/ -
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The 90's
The highlights of the 90's for instructional design were the recognition that learner performance was an important factor in learning. The constructivist view of teaching and learning also came into play. The authenticity of the learning task promoted learner transfer and increased performance. -
The 4C/ID Model
"The four-component instructional design (4C/ID) model by Van Merriënboer, which describes educational programs in terms of four components: learning tasks, supportive information, procedural information and part-task practice."
https://www.4cid.org/home -
Instructional Technology: The Definitions and Domains of the Field (Seels & Richey, 1994)
"Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning." -
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1999 - Present
The growth of the internet has exploded grown in many areas.
Knowledge Management
eLearning
Distance Learning
Simulations
Micro-learning
Mobile learning
Virtual reality
and more -
The Backward Design Model (Wiggins & McTighe, 2000)
"The idea of Backward Design suggests that learning experiences should be planned with the final assessment in mind.
One starts with the goals or standards – and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform
http://www.instructionaldesign.org/models/backward_design/
Video Link
https://www.youtube.com/watch?v=ClS3-8-QPqo -
Merrill's Pebble-in-the-Pond Model
There are two parts to Merrill's model.
First Principles
Activation of prior knowledge
Demonstration
Application
Integration
The Pebble-in-the-Pond
Problem
Progression
Component Skills
Enhance Strategies
Finalize Design
Evaluation
https://instructionaldesignfusions.wordpress.com/2010/08/29/merrills-pebble-in-the-pond-approach-to-isd/ -
AECT Definition and Terminology Committee, 2008 (Januszewski & Molenda, 2008)
“Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources”
