trends presentation v7

Ten Trends Currently Affecting the field of

Instructional Design and Technology

Robert Reiser Distinguished Teaching Professorand Robert M. Morgan Professor of

Instructional SystemsFlorida State University


Instructional Technology


Educational Technology

How Definitions of the Field Have Changed:Early Definitions

(early 1900s - 1960s)

Instructional Technology = Media

“audiovisual materials” (e.g., films, radio, broadcast television)

“the media born of the communications revolution” (e.g., video, computers, the Internet, digital video, etc)

Inst. Technology = systematic approach to instructional design “a systematic way of designing, carrying out and

evaluating the total process of learning and teaching”(Commission on Inst. Technology, 1970)

“ a complex, integrated process .. for analyzing problems, and devising implementing, evaluating, and managing solutions to those problems...” (AECT, 1977)

How Definitions of the Field Have Changed:Later Definitions

(1970s - 1980s)

How Definitions of the Field Have Changed: A Definition for Today

The field of instructional design and technology encompasses the analysis of learning and performance problems, and the design, development, implementation, evaluation and management of instructional and non-instructional processes and resources intended to improve learning and performance in a variety of settings, particularly educational institutions and the workplace. Professionals in the field of instructional design and technology often use systematic instructional design procedures and employ a variety of instructional media to accomplish their goals.



Instructional Design and Technology = a systematic approach to instructional design



Instructional Design and Technology = a systematic approach to instructional design and the use of instructional media



Instructional Design and Technology = a systematic approach to instructional design and the use of instructional media and performance improvement techniques

• Emphasis on improving performance (at individual and organizational level), as well as improving learning

Trend Currently Affecting the IDT Field:Performance Improvement Movement

• Emphasis on improving performance (at individual and organizational level), as well as improving learning

• Use of non-instructional methods (in addition to, or instead of, instructional methods) to improve performance:

Trend Currently Affecting the IDT Field:Performance Improvement Movement

coaching and mentoring personnel selection motivational techniques job and workplace re-design feedback systems electronic performance support knowledge management informal learning

Source: ASTD 2006 State of the Industry Report

Extent of Use of Instructional and Non-Instructional Methods

Trend Currently Affecting the IDT Field:Knowledge Management

What is Knowledge Management?

The creation, archiving and sharing of valued information, expertise, and insight within and across communities ofpeople and organizations with similar interests and needs.

(Rosenberg, 2007)

Getting the right knowledge from the right sources to the right people, right when they want it

(adapted from Rossett, 2007)

Vendors

Marketing

Product DevelopmentInformation

Technology

Help DesksPublic

Relations

TrainingHR

Finance

Manufacturing

Knowledge ManagementInstead of knowledge chaos:

used with permission of Marc Rosenberg, 2007

KMKM

Vendors

Marketing

Product DevelopmentInformation

Technology

Help DesksPublic

Relations

TrainingHR

Finance

Manufacturing

Knowledge Managementprovides useful organization of knowledge:

used with permission of Marc Rosenberg, 2007

Trend Currently Affecting the IDT Field:Electronic Performance Support Systems

What is an EPSS?

A software application that provides just-in time assistanceto individuals so as to help them perform tasks more effectively and efficiently

(adapted from McKay & Wager, 2007)

Trend Currently Affecting the IDT Field:Electronic Performance Support Systems

Functions an EPSS May Perform

• serves as an Embedded Coach- provides step-by-step guidance in performing a task example:

- step-by-step process for writing a three-part instructional objective

EPSS

Knowledge

Management

takes user through a precise series of steps

user is given “heuristics” re how to proceed

goal is getting the taskdone

goal is to providestrategies for completing

the task

usually filters information for users

less pre-filtered, allowing users to search and surf

information is fully integrated into work task

information is accessed via initiative of user

Differences between EPSS and Knowledge Management

based on Rossett (2002) & Rosenberg (2007)

Trend Currently Affecting the IDT Field:e-Learning

• Percentage of technology-based training (online, CBI, video, etc.) has greatly increased in recent years:

Trend Currently Affecting the IDT Field:e-Learning

• In 2006, the percentage of training delivered online greatly increased:

2005 2006

Source: Training Magazine, December 2006

source: Sloan Foundation, 2006

Percent of Colleges & Universities with Online Courses/Programs

On average, more than 60% offer online courses or programs

e-Learning

More online courses = more opportunities for instructional designers

Why?

e-Learning: Expected Increase in the Need for ID Skills

source: e-Learning Guild, 2006

e-Learning:Related Activities with Largest Expected Growth

source: e-Learning Guild, 2006

Trend Currently Affecting the IDT Field:Learning Objects

“any entity, digital or non-digital, which can be used, re-usedor referenced during technology supported learning”

IEEE Learning Technology Standards Committee, 2007

Definitions

“any digital resource that can be reused to support learning… the main idea … is to break educational content down into small chunks that can be reused in various learning environments”

Wiley, The Instructional Use of Learning Objects, 2000

Reusable Content

Trends Currently Affecting the IDT Field:Learning Objects

Key Characteristics

Learning objects are:• (in most cases) relatively small “chunks” of content (smaller than a unit, course, or module)• re-usable in multiple contexts for multiple purposes• “tagged” with metadata (descriptive information

that allows objects to be easily found by a search)• can be grouped into larger collections of content

as per R.J. Beck, adapted from Wisconsin Online Resource Center

Figure 1. Learning Object

SCO #2SCO #1 SCO #3

Ob

ject

ive

Graphics

Text

Audio

Graphics

Text

Audio

Graphics

Text

Audio

Q #2

Q #1

Assessment

Performance Test

Simulation

Knowledge Test

Mo

tiva

tion

SCORM(Sharable Content Object Reference Model)

Learning Object

SCO = sharable content object

Learning Object Repositories:Example of K - 12 Repository

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

Learning Object Repositories:Example of Higher Ed. Repository

Definitions

Trend Currently Affecting the IDT Field:Informal Learning

Informal learning is the unofficial, unscheduled, impromptuway people learn to do their jobs.

Jay Cross, Informal Learning, 2006

Learning other than that which typically takes place in a classroom or other formal instructional settings(such as on-line instruction, webinars, simulations,computer-based instruction, etc.)

adapted from Rossett & Hoffman, 2007

How to Promote Informal Learning:Examples

• Provide work spaces that will promote informal learning (e.g., lounge area, conference room)

• Arrange for informal staff get-togethers (e.g., brown bag lunches)

• Encourage creation of informal “learning communities”

• Use blogs, chat rooms, instant messaging and discussion boards to promote worker discussion, suggestions, etc.

• Create online repositories of worker-supplied solutions to various performance problems

Courses, workshops Relationships, conversation

instructor-driven learner-driven

Content mandated by others’ perception of need

Content defined by learner’s perception of need

School culture: Push Web 2.0 culture: Pull

Characteristics of Formal and Informal Learning:A Comparison

Formal Informal

from Jay Cross, 2007

Informal Learning:The Predominant Means of Learning

in Workplaces

QuickTime™ and aTIFF (LZW) decompressor

are needed to see this picture.

from Jay Cross, 2007

Trends Resulting from Criticism of “Traditional” ID Approaches

• Constructivism

• Learning Sciences

• Holistic Design Models

Criticism of “Traditional” ID Approaches

Critics indicate:- traditional ID approaches reduce complex tasks into simple elements, making it difficult

for learners to “put all the pieces together”

- traditional ID approaches often provide insufficient “authentic” practice activities,

thus inhibiting transfer of training

• Design authentic, complex problems

• Anchor skills to “real world” tasks - helps learners see relevance

• Encourage learner ownership of problem solving process - teacher is “guide on the side”, not “sage on the stage”

• Encourage learner collaboration/discussion - learners test ideas against alternative views - learners take into account multiple perspectives

• Encourage learner reflection on learning processes

Trend Currently Affecting the IDT Field:Constructivism

Key instructional principles

Focus on:

• the design of technology-enriched learning environments that engage and support learners in complex, authentic, learning activities so as to promote meaningful learning

Trend Currently Affecting the IDT Field:Learning Sciences

based on Jonassen et. al. Constructivism & ID: The Emergence of the Learning Sciences, in Reiser & Dempsey (2007)

Trend Currently Affecting the IDT Field:Holistic Instructional Design Models

Key Features

- focus on whole task performance

- scaffold learning of whole task (e.g., start with simple version of whole task)

- employ mathegenic methods; those which “give birth to” learning (e.g., random sequencing, variability of practice)

from van Merrienboer Alternate Models of Instructional Design, 2007

Trends Currently Affecting the IDT Field:Measurement and Evaluation

“All Benchmarking Forum and BEST organizations in 2006 reported having well-defined performance measures for their learning initiatives and used a variety of processes and systems to evaluate and report on learning activities”

ASTD 2006 State of the Industry Report

Percentage of BEST Organizations Using Particular Measurement Metrics

Qu

ickTim

e™

and

aTIF

F (

Un

com

pre

sse

d)

decom

pre

ssor

are

nee

de

d t

o s

ee t

his

pic

ture

.

• Kirkpatrick’s four-level evaluation model (fifty years old!)

• reaction • learning• behavior (on-the-job performance)• business results

• Return on Investment (ROI) methodologies

• Balanced Scorecard approach• financial perspective• customer perspective• internal business processes perspective• learning and growth perspective

• Brinkerhoff’s Success Case method

Popular Measurement and Evaluation Methods

Ten Trends Currently Affecting the IDT Field:A Summary Listing

• Performance Improvement• Knowledge Management• Electronic Performance Support• e-Learning• Learning Objects• Informal Learning• Constructivism• Learning Sciences• Holistic Design Models• Measurement and Evaluation

Thank You!

For further information, see: Reiser, R. A., & Dempsey, J.A. (2007). Trends and Issues in Instructional Design and Technology (2nd ed.)

Upper Saddle River, NJ: Pearson Prentice Hall. Go to:

vig.prenhall.com/search

trends presentation v7

Business