Trends Presentation V7
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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
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Ten Trends Currently Affecting the field of
Instructional Design and Technology
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Ten Trends Currently Affecting the field of
Instructional Technology
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Ten Trends Currently Affecting the field of
Educational Technology
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Ten Trends Currently Affecting the field of
Instructional Design and Technology
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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)
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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)
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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.
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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.
How Definitions of the Field Have Changed: A Definition for Today
Instructional Design and Technology = a systematic approach to instructional design
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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.
How Definitions of the Field Have Changed: A Definition for Today
Instructional Design and Technology = a systematic approach to instructional design and the use of instructional media
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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.
How Definitions of the Field Have Changed: A Definition for Today
Instructional Design and Technology = a systematic approach to instructional design and the use of instructional media and performance improvement techniques
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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.
How Definitions of the Field Have Changed: A Definition for Today
Instructional Design and Technology = a systematic approach to instructional design and the use of instructional media and performance improvement techniques
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• Emphasis on improving performance (at individual and organizational level), as well as improving learning
Trend Currently Affecting the IDT Field:Performance Improvement Movement
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• 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
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Source: ASTD 2006 State of the Industry Report
Extent of Use of Instructional and Non-Instructional Methods
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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)
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Vendors
Marketing
Product DevelopmentInformation
Technology
Help DesksPublic
Relations
TrainingHR
Finance
Manufacturing
Knowledge ManagementInstead of knowledge chaos:
used with permission of Marc Rosenberg, 2007
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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
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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)
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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
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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)
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Trend Currently Affecting the IDT Field:e-Learning
• Percentage of technology-based training (online, CBI, video, etc.) has greatly increased in recent years:
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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
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source: Sloan Foundation, 2006
Percent of Colleges & Universities with Online Courses/Programs
On average, more than 60% offer online courses or programs
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e-Learning
More online courses = more opportunities for instructional designers
Why?
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e-Learning: Expected Increase in the Need for ID Skills
source: e-Learning Guild, 2006
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e-Learning:Related Activities with Largest Expected Growth
source: e-Learning Guild, 2006
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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
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Reusable Content
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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
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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
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Learning Object Repositories:Example of K - 12 Repository
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QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
Learning Object Repositories:Example of Higher Ed. Repository
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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
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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
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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
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Informal Learning:The Predominant Means of Learning
in Workplaces
QuickTime™ and aTIFF (LZW) decompressor
are needed to see this picture.
from Jay Cross, 2007
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Trends Resulting from Criticism of “Traditional” ID Approaches
• Constructivism
• Learning Sciences
• Holistic Design Models
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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
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• 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
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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)
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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
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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
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Percentage of BEST Organizations Using Particular Measurement Metrics
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• 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
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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
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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