OVERVIEW
OF INSTRUCTIONAL TECHNOLOGY (A COMPILED VERSION FROM VARIOUS SOURCES)
Instructional Design as a Process:
Instructional Design is the systematic development of instructional
specifications using learning and instructional theory to ensure the quality of
instruction. It is the entire process of analysis of learning needs and goals
and the development of a delivery system to meet those needs. It includes
development of instructional materials and activities; and tryout and
evaluation of all instruction and learner activities.
Instructional Design as a Discipline:
Instructional Design is that branch of knowledge concerned with research and
theory about instructional strategies and the process for developing and
implementing those strategies.
Instructional Design as a Science:
Instructional design is the science of creating detailed specifications for
the development, implementation, evaluation, and maintenance of situations that
facilitate the learning of both large and small units of subject matter at all
levels of complexity.
Instructional Design as Reality:
Instructional design can start at any point in the design process. Often a
glimmer of an idea is developed to give the core of an instruction situation.
By the time the entire process is done the designer looks back and she or he
checks to see that all parts of the "science" have been taken into
account. Then the entire process is written up as if it occurred in a
systematic fashion.
Instructional System:
An instructional system is an arrangement of resources and procedures to
promote learning. Instructional design is the systematic process of developing
instructional systems and instructional development is the process of
implementing the system or plan.
Instructional Technology:
Instructional technology is the systemic and systematic application of
strategies and techniques derived from behavioral, cognitive, and
constructivist theories to the solution of instructional problems.
Instructional technology is the systematic application of theory and other
organized knowledge to the task of instructional design and development.
Instructional Technology = Instructional Design + Instructional Development
Instructional Development:
The process of implementing the design plans.
All effective instruction requires careful planning.
Teaching with instructional media and technology is certainly no exception.
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The ASSURE model is a procedural guide for planning and conducting
instruction that incorporates media and technology.
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It assumes that training or instruction is required.
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It focuses on planning surrounding the actual classroom use of media and
technology.
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The ASSURE model is meant for individual instructor to use when planning
classroom use of media and technology.
Analyze learners - general characteristics, specific entry
competencies (knowledge, skills and attitudes), and learning style
State objectives - What is the student to learn?
Select methods, media and materials - select available materials,
modify existing materials or design new materials.
Utilize media and materials - conduct the instruction
Require learner participation - provide feedback and practice
Evaluate and revise - evaluate the learner and the materials and
change the instruction for the next time
Analyze learners:
General Characteristics
This is a description of the class as a whole. This includes such
information as the number of students, grade or age level, gender,
socioeconomic factors, exceptionalities, and cultural/ethnic/or other types of
diversity.
Entry Competencies
This is a description of the types of knowledge expected of the
learners. Ask questions such as: Do the learners have the knowledge base
required to enter the lesson? Do the learners have the entry competencies and
technical vocabulary for this lesson? Have the learners already mastered the
skills you are planning to teach? Do the learners have biases or misconceptions
about the subject?
State Objectives
Statements describing what the learner will do as a result of
instruction. Things to keep in mind as you write your objectives are:
Focus on the learner, not the teacher
Use behaviors that reflect real world concerns
Objectives are descriptions of the learning outcomes and are written using
the ABCD format.
Audience:
Who is the audience? Specifies the learner(s) for whom the objective is
intended.
Behavior:
What do you want them to do? The behavior or capability needs to be
demonstrated as learner performance, an observable, measurable behavior, or a
real-world skill.
Condition:
Under what circumstances or conditions are the learners to demonstrate the
skill being taught? Be sure to include equipment, tools, aids, or references
the learner may or may not use, and/or special environmental conditions in
which the learner has to perform.
Degree:
How well do you want them to demonstrate their mastery? Degree to which the
new skill must be mastered or the criterion for acceptable performance (include
time limit, range of accuracy, proportion of correct responses required, and/or
qualitative standards.)
Examples of Objective Statements:
Use as many objective statements needed in order to meet the different
objectives for the lesson. Use the following questions to assess objectives.
Does the objective allow you to do the following with your lesson?
Identify what the expectations are for the learner
Identify the necessary requirements for the learning environment
Assess learning
Determine needs for appropriate media or materials
How would you classify your objective? Is the learning outcome
primarily:
Cognitive?
Affective?
Psychomotor / Motor Skill
Interpersonal?
Intrapersonal?
Select, modify, design Methods, Media, & Materials
This is the step where the Instructor will build a bridge between the
audience and the objectives. You need to decide what method you will primarily
use: a lecture, group work, a field trip, etc. What media you will use: photos,
multimedia, video, a computer? Are you using store bought materials, getting an
outside resource to provide materials, modifying something you already have, or
making something from scratch?
Selection Criteria
Media Selection
Media should be selected on the basis of student need.
We must consider the total learning situation.
Should follow learning objectives.
Must be appropriate for the teaching format.
Should be consistent with the students' capabilities and learning styles.
Should be chosen objectively.
Should be selected in order to best meet the learning outcomes.
No single medium is the total solution.
Does it match the curriculum? Is a user guide or other documentation
included?
ALWAYS HAVE A BACKUP PLAN!! We do everything in our power to make
sure that problems do not arise, but sometimes things go wrong. If your lecture
is based on a PowerPoint presentation, have overhead backups of each page. Try
to have an "alternate no AV" lecture planned, if the system should go
down.
Check out the room ahead of time. Before your first lecture, check
out the room, and make sure it has everything you need. This will avoid
unwanted surprises the first day of class.
Practice. If you have a complex presentation planned, with several
different multimedia, go to the room ahead of time, and practice your
presentation. We would be happy to meet you at the room and assist with any
preparations or extra instructions.
Experiment and try new things. These rooms often have capabilities
other than what most people use them for. Something as simple as playing a CD
while students enter and exit often adds to the class. We would be happy to
assist you in experimenting.
Utilize Methods, Media, & Materials
Plan of how you are going to implement your media and materials. For each
type of media and/or materials listed under Select, modify, and design describe
in detail how you are going to implement them into your lesson to help your
learners meet the lesson's objective. Please write in full sentences; do
this for each item.
In order to utilize materials correctly there are several steps to creating
good student-centered instruction.
Preview the material- Never use anything in class you haven’t thoroughly
checked out.
Prepare the material- Make sure you have everything you need and that it all
works.
Prepare the environment- Set up the classroom so that whatever you’re doing
will work in the space you have.
Prepare the learners- Give the students an overview, explain how they can
take this information and use it and how they will be evaluated up front.
Provide the learning experience- Teaching is simply high theatre.
Showmanship is part of the facilitator’s job. Teaching and learning should be
an experience not an ordeal.
Require Learner Participation
Describe how you are going to get each learner "actively” and
individually involved in the lesson. Ex: games, group work,
presentations, skit, etc.
Remember that the days of “sage on the stage” are gone. Our role in the
classroom today is one of a “guide on the side” and students, especially with
technology connected lessons, need to experience learning. All activities
should provide opportunities to manipulate the information and allow time for
practice during the demonstration of the skill.
Evaluate and Revise
Describe how you will, in the future, measure whether or not the lesson
objectives were met. Were the media and the instruction effective?
Evaluate student performance:
How will you determine whether or not they met the lesson's objective?
The evaluation should match the objective. Some objectives can be adequately
assessed with a pen and paper test. If the objectives call for demonstrating a
process, creating a product, or developing an attitude, the evaluation will
frequently require observing the behavior in action.
Evaluate media components:
How will you determine the media effectiveness?
Evaluate instructor performance:
How will you determine whether or not your own performance as
instructor/facilitator was effective?
CLASS ACTIVITY
Let the students find out on Instruction Methods and respective
technologies (delivering tools)
