educational technology and instructional design
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Educational Technology and Instructional Design. Some Definitions. Technology is the systematic application of organized behaviour and other knowledge to practical tasks. Galbraith, 1967. - PowerPoint PPT PresentationTRANSCRIPT
Educational Technology and
Instructional Design
Educational Technology and
Instructional Design
Some DefinitionsSome Definitions
Educational Technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources. AECT, 2004
Technology is the systematic application of organized behaviour and other knowledge to practical tasks. Galbraith, 1967
NomenclatureNomenclature Educational Technology is also known as
Instructional Technology, Educational Media and Technology, Information and Communications Technology and Information Technology.
In British Columbia (or at least at UBCV and UBCO Technology Education refers to teacher education in trades.
Educational Technology is also known as Instructional Technology, Educational Media and Technology, Information and Communications Technology and Information Technology.
In British Columbia (or at least at UBCV and UBCO Technology Education refers to teacher education in trades.
Educational Technology:A Hybridized Field
Educational Technology:A Hybridized Field
Math/Science & Engineering
Information Science
Media Design/ Production
Learning Theory
Management Organizational
Theory
Instructional Design
Educational Technology:A Hybridized Field
Educational Technology:A Hybridized Field
Media Design/
Production
Learning Theory
Management Organizational
Theory
Instructional Design
What is Instructional Design?What is Instructional Design?• The systematic process of creating or adapting instruction, including at least these steps: defining the problem or knowledge gap that the instruction is meant to address; defining the audience that the instruction is meant to serve; developing objectives and assessment strategies; selecting and sequencing content and learning activities; evaluating the instruction; revision. www.wested.org/tie/dlrn/course/glossary.html
• The activity of planning and designing for instruction. Also, a discipline associated with the activity. (Wilson) citl.tamu.edu/citl-glossary-main.htm
• The systematic process of translating principles of learning and instruction into plans for instructional materials and activities. www.ittheory.com/glossary.htm
• The systematic process of translating general principles of learning and instruction into realizable course materials. musgrave.cqu.edu.au/clp/clpsite/glossary.htm
What is Instructional Design?What is Instructional Design?• The design and development of instructional materials and learning activities to meet learning needs. www.anta.gov.au/textOnly.asp
• A system of developing well-structured instructional materials using objectives, related teaching strategies, systematic feedback and evaluation. (See Moore & Kearsley (1996) p. 102) https://courses.worldcampus.psu.edu/public/faculty/DEGlossary.shtml
• The philosophy, methodology, and approach used to deliver information. Some courseware aspects include question strategy, level of interaction, reinforcement, and branching complexity. www.neiu.edu/~dbehrlic/hrd408/glossary.htm
• The systemic process of creating or adapting instruction, including the following steps: (a) defining the problem or knowledge gap that the instruction is meant to address; (b) defining the audience that the instruction is meant to serve; (c) developing objectives and assessment strategies; (d) selecting and sequencing content and learning activities; and (e) evaluating the instructor. An instructional designer is an individual who applies this systemic methodology based on instructional theory to create content for learning events. www.studypages.com/en/html/COU_GlossaryOfTerms.html
Analysis Design Development Implementation Evaluation
Analysis Design Development Implementation Evaluation
ADDIE A Generic Instructional Design Model
A Taxonomy of Instructional Design/Development Models Based upon Selected Characteristics
A Taxonomy of Instructional Design/Development Models Based upon Selected Characteristics
Selected Characteristics
Classroom Orientation Product Orientation System Orientation
Typical LayoutOne or a few hours of
instruction
Self-Instructional or instructor-delivered
packageCourse or Entire Curriculum
Resources Committed to Development
Very Low High High
Team or individual Effort Individual Usually a Team Team
ID Skill/Experience Low High High/Very High
Emphasis on Development or Selection
Selection Development Development
Amount of Front-End Analysis/ Needs Assessment
Low Low to Medium Very High
Technological Complexity of Delivery Media
Low Medium to High Medium to High
Amount of Tryout and Revision
Low to Medium Very High Medium to High
Amount of Distribution /Dissemination
None High Medium to High
From Gustafson and Branch (2002). Survey of Instructional Development Models.
A Taxonomy of Instructional Design/Development Models Based upon Selected Characteristics
A Taxonomy of Instructional Design/Development Models Based upon Selected Characteristics
Selected Characteristics
Classroom Orientation Product Orientation System Orientation
Typical LayoutOne or a few hours of
instruction
Self-Instructional or instructor-delivered
packageCourse or Entire Curriculum
Resources Committed to Development
Very Low High High
Team or individual Effort Individual Usually a Team Team
ID Skill/Experience Low High High/Very High
Emphasis on Development or Selection
Selection Development Development
Amount of Front-End Analysis/ Needs Assessment
Low Low to Medium Very High
Technological Complexity of Delivery Media
Low Medium to High Medium to High
Amount of Tryout and Revision
Low to Medium Very High Medium to High
Amount of Distribution /Dissemination
None High Medium to High
From Gustafson and Branch (2002). Survey of Instructional Development Models.
A Taxonomy of Instructional Design/Development Models Based upon Selected Characteristics
A Taxonomy of Instructional Design/Development Models Based upon Selected Characteristics
Selected Characteristics
Classroom Orientation Product Orientation System Orientation
Typical LayoutOne or a few hours of
instruction
Self-Instructional or instructor-delivered
packageCourse or Entire Curriculum
Resources Committed to Development
Very Low High High
Team or individual Effort Individual Usually a Team Team
ID Skill/Experience Low High High/Very High
Emphasis on Development or Selection
Selection Development Development
Amount of Front-End Analysis/ Needs Assessment
Low Low to Medium Very High
Technological Complexity of Delivery Media
Low Medium to High Medium to High
Amount of Tryout and Revision
Low to Medium Very High Medium to High
Amount of Distribution /Dissemination
None High Medium to High
From Gustafson and Branch (2002). Survey of Instructional Development Models.
Classroom Orientation Model
Classroom Orientation Model
Classroom Orientation Model
1
2
3
Plan
Evaluate
Implement
Newby, Stepich, Lehman and Russell
Classroom Orientation Model
Analyze Learners
State Objectives
Select Media, Methods, and Materials
Utilize Materials
Require Learner Participation
Evaluate (Learners & Instruction) and Revise
Adapted from: Heinich, R., Molenda, M., Russell, J.D., & Smaldino, S.E. (2002). Instructional media and technologies for learning. 7th Ed. Upper Saddle River, NJ: Merrill-Prentice Hall
Assure Template
Classroom Orientation Model
Product Orientation Model
Systems Orientation Model
