Post Card Reading Quiz

Jennifer Anderson EdTech 503-4173

Table of Contents
Slide 3 Slide 4 Slide 5 Slide 6 Slide 7 Slide 8 Slide 9 Slide 10 Slide 11 Slide 12 Slide 13 Slide 14 Slide 15 Slide 16 Slide 17 Slide 18 Slide 19 Slide 20 Slide 21 Slide 22 History of Instructional Design (ID) Visual History of ID Content Definition of ID Visual Definition of ID Content Systematic Visual Systematic Content Guiding Models Visual Guiding Models Content Constructivism Visual Constructivism Content Empiricism Visual Empiricism Content Behaviorism Visual Behaviorism Content Information Processing Theory Visual Information Processing Theory Content Educational Technology Visual Educational Technology Content Content Resources Picture Resources

History of Instructional Design

The history of instructional design goes back to World War II when the military used instructional design models to create training programs. This was done to eliminate individuals unfit for a specific job before testing was even done, allowing more to pass the training once they were admitted (Smith & Ragan, 2005). Cognitive psychology played a large role in the development and history of ID by providing a systematic approach based on principles from Benjamin Bloom, B.F. Skinner, and a number of other cognitive and behavioral psychologists (Instructional Design Central, 2011). Further development of ID has been impacted by criteria-referenced testing, types of learning, constructivism, microcomputers, and the internet. Currently, there has been a shift or an "extension of our thinking about ID", as stated within Gustafson and Branch's (2002) book "Survey of Instructional Development Models". New tools, technology, and ideas have been created and the field of ID will adjust with them. Tree rings are a metaphor for the history of instructional design. Rings can tell you how old a tree is and the conditions it has been through along the way. This represents the history of instructional design and the different conditions that have shaped the field of instructional design.

Image found at http://bit.ly/qajkZt

Definition of Instructional Design

I believe instructional design is the creation of various media, used for educational purposes, developed through a systematic approach that identifies and addresses learners needs, clearly defined goals, and objectives. The spider web is a metaphor for the process of instructional design. The steps of instructional design are intertwined or interrelated (Smith & Ragan, 2005). The steps of instructional design can occur at the same time, and over and over until the final project is perfect. The spider web displays the interrelatedness of the field and the strive for perfection.

Image found at http://bit.ly/o8jwpM

Notion of systematic
I feel systematic means to follow a defined, organized set of steps leading to a predetermined outcome. A systematic process is assessed frequently and at every step along the way. Instructional design implements a systematic approach to meet specific goals. It allows the ID to follow a predetermined set of steps to help accomplish the defined goals. A systematic approach "supports effective, efficient, and appealing instruction" (Smith & Ragan, 2005). I chose the picture of a Tetris game because it is a great metaphor for systematic. You cannot win Tetris without a systematic approach. You must think about your next few steps before you have all of the pieces. During the game you must constantly reassess your state and determine the next best approach.

Image found at http://bit.ly/oqfmb6

Guiding Models
Guiding Models direct the instructional design process. Smith and Ragan (2005) state, "A model, as exemplified by instructional design models, is no more than a way to begin thinking and learning about important principles in a relationship that assists their initial comprehension". There are a variety of models ranging from classroom oriented, product oriented, and systems oriented (Gustafson & Branch, 2002). Instructional designers use models in order to narrow down the type of design that may be useful for the particular context--classroom, product, or systems. Many models are useful because they include the overall ID process, allowing designers to address the five major portions to the process: analysis, design, development, implementation, and evaluation (Instructional Design Central, 2011). This ensures the designer will not forget a crucial portion of the design process. Models also allow designers to address different learners, backgrounds, and contexts (Gustafson & Branch, 2002). I chose the picture of two hands as a metaphor for guiding models. The larger hand is leading the way and showing the other how to do something. This is a metaphor for how guiding models in ID can provide assistance and examples when needed.

Image found at: http://bit.ly/o20ceQ

Constructivism
Constructivism is the educational philosophy that focuses on students creating their own knowledge by an interaction between experiences and ideas (Wikipedia, 2011). Humans generate knowledge and meaning of their surroundings by interacting with it and generating their own beliefs (Smith & Ragan, 2005). I chose the mime as a metaphor for constructivism because it represents the creation of your own reality. Mimes create their own reality with their imaginations and often pull inspiration from the environment.

Image found at: http://bit.ly/oH1RIX

Empiricism
Empiricism is the educational philosophy that suggests knowledge comes from sensory experiences. It centers around the idea that our minds are tabula rasa or blank slate, and we have no "innate ideas" at birth (Smith & Ragan, 2005). Rather, knowledge is generated through experimentation. Empiricists are very data driven and strive to find meaning and evidence through their experimentation (Smith & Ragan, 2005). I chose the blank, white paper because it is a metaphor for what some empiricists believe our minds begin as, blank slates. John Locke used the metaphor white paper--"on which experience leaves marks" (Wikipedia, 2011).

Image found at: http://bit.ly/q9P13a

Behaviorism
Behaviorism is a learning theory that emphasizes learning by observing. Two popular views are classical conditioning, introduced by Ivan Pavlov and operant conditioning, introduced by B.F. Skinner. Both center around reinforcement. This theory also emphasizes the importance of environment to learning (Smith & Ragan, 2005). "According to behaviorism, learning has occurred when learners evidence the appropriate response to a particular stimulus" (Smith & Ragan, 2005). For my metaphor of behaviorism I chose candy. This represents the generic, teacher reinforcement young children receive when they are conditioned through behaviorism. When students receive a stimulus they may respond appropriately and receive positive reinforcement, candy, or respond inappropriately and receive negative reinforcement, such as a scolding.

Image found at: http://bit.ly/pj78Wq

Information Processing Theory

The information processing learning theory emphasizes the path information follows through the brain, or the processing. Models for information processing compare this to "a series of transformations of information through several types of storage or memory" (Smith & Ragan, 2005). Within the information processing theory, are various forms of memory, information registry and retrieval processes. My metaphor for the information processing theory is a machine with conveyor belts. The product, or information, gets altered and transformed as it passes through the machine, or brain. If any of it is faulty, damaged, or inappropriate to keep, then it is tossed out, or not stored in long term memory. Some of the product is used immediately, working memory, while others are stored for later use.

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Educational Technologists
Educational technologists, as people, use various technology resources to meet a defined goal that has an educational purpose. They stay current on educational philosophies and emerging technologies. They incorporate various technologies into different contexts to allow for enhancement of the learning process.

I chose this picture because it represents the goal of an educational technologist. The goal being to use technology in order to help learning. The technology does not have to be a computer, but the ultimate goal should be enhanced learning, and hopefully interest, with technology.

Image found at: http://bit.ly/rlt8kk

Content Resources
Gustafson, K.L, & Branch, R.M. (2002). Survey of Instructional Development Models ed). Syracuse, NY: ERIC Clearinghouse on Information & Technology. Instructional Design Central (2011). History & Timeline of Instructional Design. Retrieved from http://www.instructionaldesigncentral. com /htm/IDC_instructionaltechnologytimeline.htm Instructional Design Central (2011). Instructional Design Models & Theories. Retrieved http://www.instructionaldesigncentral. com /htm/IDC_instructionaldesignmodels.htm Smith, P.L, & Ragan, T.J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley and Sons Inc. Wikipedia. (2011). Constructivism (Learning Theory). Retrieved from http://en.wikipedia.org/wiki/Constructivism_% 28learning_theory%29 Wikipedia. (2011). Empiricism. Retrieved from http://en.wikipedia.org/wiki/Empiricism

Picture Resources
Picture 1 Tree Ring. Picture 2 Spider Web. Picture 3 Tetris. Picture 4 Hands. Picture 5 Mime. Picture 6 Paper. Picure 7 Candy. Picture 8 Machine. Picture 9 Keyboard. http://bit.ly/qajkZt http://bit.ly/o8jwpM http://bit.ly/oqfmb6 http://bit.ly/o20ceQ http://bit.ly/oH1RIX http://bit.ly/q9P13a http://bit.ly/pj78Wq http://bit.ly/pj78Wq http://bit.ly/pj78Wq