"Postcard" Quiz

Jennifer Heckel Edtech 503 Boise State University Fall 2012

Table of Contents
Slides 3-4: Slides 5-6: Slides 7-8: Slides 9-10: History of Instructional Design Definition of Instructional Design Systematic Guiding Models

Slides 11-12: Constructivism Slides 13-14: Empiricism Slides 15-16: Behaviorism Slides 17-18: Information Processing Theory Slides 19-20: Educational Technology Slide 21: Citation

The History of Instructional Design

The History of Instructional Design

According to one article, the "orgins of instructional design procedures can be traced to World War II" (Reiser, 2001). During the war, different professionals such as psychologists and educators who were well-known in their fields for their expertise were asked by the armed forces to research the needs present, develop training materials, and present these materials to soldiers for use in the war. This was the beginning of what is now known as instructional design. Over the years, the processes used in instructional design have evolved, but the ideas used are very similar. The reason I chose a handshake as a visual metaphor for the history of instructional design is because the origins of instructional design are rooted in professionals working with non-professionals to reach a greater good. Instead of individuals or individual corporations working independently, more collaborative research and training started to occur. The handshake is the ultimate picture of people working together.

Pictures Source: http://www.4financialadvice.com.au/uploads/working%20togeather.gif

Instructional Design Metaphor

My Definition of Instructional Design

Instructional design is the systematic process of analyzing the needs of an individual or corporation, designing and developing a way to strategically deliver training material to meet the needs, and assessing whether or not growth occurred in the specific areas of growth. Instructional design is a collaborative process where teams work together rather than individuals. Subject matter experts provide the knowledge in the specifics regarding the development of materials, and everyone in the team works in a collaborative effort. I chose the picture of a recipe card as a metaphor for instructional design. Both a recipe and instructional design start with a list of things, such as needs. Then a process needs to be put into place so that an end goal can be met. The ingredients look different than the end result, and in instructional design the needs and the end product can look different. In both, the process it takes to get to the end goal is an important factor.

Picture Source: http://www.carolinaliving.com/images/cl_recipe_1.jpg

Systematic

What is systematic?
Systematic implies a methodical way of doing something. One article describes systematic design as, "...thorough analysis of interrelated instructional components, integral evaluation of instructional materials, and refinement of the instruction throughout the creative process for supporting successful learning" (Cheng 2004). Instructional design by nature is a systematic process due to the fact that the planning must be intentional in order for the needs of a company or individual to be met. When all of the above steps work together, then you have a systematic approach. I chose to use the visual of an instruction manual because when you put anything together, you need to follow certain steps to ensure that the final product will be made correctly. Without paying attention to the order, the final outcome cannot be predicted. So by taking a systematic approach, you ensure that you can reach the desired goal.

Picture Source: http://theresaecho.files.wordpress.com/2012/05/instruction-manual.jpg

Guiding "Models"

What is a guiding model?

Guiding models are basically a framework of how to approach a need after the analysis phase of instructional design. Instructional designers may find guiding models helpful because they can rely on some basic proven principles when developing their problem solving technique for a specific need instead of starting from scratch. One popular model to use is called ADDIE. The steps included in ADDIE are:

Analysis Design Development Implementation Evaluation

I chose a house framework to represent guiding models because builders usually base the interior design of the house on what is structurally sound from the framework. There are tried and true frames that work better than others, so it is important to the structural integrity to use time-tested frame. Creativity and uniqueness can then be added in the internal design.

Constructivism

What is constructivism?
"The central idea in the theoretical position of constructivist scholars is that students construct knowledge for themselves" (Winn, 1993). Basically, this means constructivism is a learning theory based on the idea that students can build their own knowledge and ideas through the use of filters in the brain which process the information given, and build upon previous knowledge to form ideas. Essentially, each person's knowledge is individual, and "each person knows the world in a different way." (DIJKSTRA, 1997) I chose to represent this theory with a picture of a construction hard hat and blue print, since students are given planned experiences in which they are active participants in figuring out their own knowledge of a subject. The blueprint is the knowledge already present, and students must put on their hard hats to actively build upon it.

Picture Source: http://www.idlccompany.com/ConstructionCo.jpg

Empiricism

What is empiricism?
Empiricism is the belief "that knowledge is acquired through experiences" (Smith & Ragan, 2005). During experiences, your senses process information, and in the process you develop ideas and knowledge. One key component to the idea of empiricism is that learning is simple and objective, rather than complex. Empiricists believe that knowledge is not already contained in a person's brain. There is nothing there to unlock. Rather, it is something that is built through experimentation and sensory experiences. The reason I chose a picture of the five senses is due to the fact that your senses are the main processors of information in this theory. Without use of the senses, there would be no information to process. Knowledge is only gained through this processing, so the senses are a vital component.

Picture Source: http://stephaniebeeby.com/wp-content/uploads/2011/11/5-Senses.jpg

Behaviorism

What is behaviorism?
Behaviorists believe the only the "things about human learning worth studying are those that can be observed" (Smith & Ragan, 2005). They are not so concerned about the mental aspect of what happens when people learn. Only the behavior of people is focused on in this learning theory.The environment plays a large part in the acquisition of knowledge, and learning takes place in a very controlled setting. When people are conditioned in a controlled setting, their behaviors can be predicted and controlled to a certain extent. To behaviorists, that is when learning takes place. I chose a picture of a greenhouse for this learning theory because the main purpose of a greenhouse to provide a controlled environment which will promote the growth of the plants housed in it. Without the controlled humidity and climate of the greenhouse, most plants would not survive.

Information Processing Theory

What is an information processing theory?

The information processing theory "describes learning as a series of transformations of information through a series of postulated structures within the brain" (Smith & Ragan, 2005). Instead of just reacting to information, the information processing theory relies on the fact that the brain processes the information that is gathered. Knowledge is basically unlocked using different structures already existing in the brain. I relate this theory to a computer because the full name of a computer is CPU (central processing unit). The CPU is the main component of all computer activities, just like the brain is the main processor in the information processing theory. The structure of the computer processes the information and uses its information to make the computer do what it needs to do. This seems very similar to the brain and its structures in relation to the information processing theory.

Educational Technology

How does instructional design relates to educational technology?

Just like a hybrid car, educational technology is a new way to present ideas that have been around for ages. The content, standards, and skills that need to be taught in schools today have been present since the start of the educational system, but society and the way children learn have changed as the world has changed. With the introduction of technology into everyday life, it is natural that technology is a way to present the same skills and content area as before but in a new way that reaches the students right where they are in their everyday life. Instructional design has similar tendencies as educational technology. Both use current trends in order for people to learn necessary information. Both look to provide efficient ways to transfer information and train people in different content areas. Both also use the same principles of assessing where people are at, what current needs are, and developing innovative ways to teach and train people. Sometimes the same old way of relaying information does not work with the changing world that we live in and the resources we have. That is why we need both instructional design and technology to work together to provide the best design possible to transfer important information.

Citations
Chang, S. (2006). The systematic design of instruction. Educational Technology Research & Development, 54(4), 417-420. DIJKSTRA, S. (1997). The integration of instructional systems design models and constructivistic design principles. Instructional Science, 25(1), 1-13. Retrieved from http://www.metapress. com/content/UH17421287G73483 http://www.intulogy.com/addie/implementation.html Reiser, R. A. (2001). A history of instructional design and technology: Part ii. Educational Technology Research and Development, 49(2), 57-67. Smith, P., & Ragan, T. J. (2005). Instructional design. (3rd ed.). United States of America: John Wiley & Sons, Inc. Winn, W. (1993). A constructivist critique of the assumptions of instructional design, in T.M. Duffy, J. Lowyck & D.H. Jonassen, eds., Designing Environments for Constructive Learning (pp. 189212). Berlin: Springer-Verlag.