1. Instructional Design and Technology
Delivery of
Knowledge
and Skills
using
Appropriate
Techniques
Processes
and
Resources
M. Kathryn Kolencik
EDIT6100 – Dr. Clinton

2. Historical Timeline – Instructional Media
Instructional Media: The physical means of instructional delivery other
than the teacher, chalkboard, and textbook. (Reiser, 2001 part I, p. 55)
1905
First
school
museum
in St.
Louis
1910
1974
1941
First catalog
of
instructional
films
Advent of
the
Personal
Computer
WWII
training
films
2004
Podcasting
1908
1920
1953
1985
Visual
Instruction
movement
Begins
Birth of
instructional
radio
Use of
television
in
education
World’s
first
graphing
calculator

3. Instructional Media: Historical Analysis
1910s
Visual
Instruction
1952
1930s
FCC sets aside
242 educational
TV channels
Audiovisual
Movement
1950s
Television
1968
“Increased presence
of technology in the
schools does not
necessarily mean an
increased use of that
technology for
instructional
purposes.” (Reiser,
2001 part I, p. 60)
Mr. Rogers’
Neighborhood
debuts
1969
Sesame Street
Premiere
1980s
Personal
Computers
1995
Internet
Commercialized

4. Instructional Design: Historical Analysis
Individualized, self-paced,
self-corrective instruction
1920s
Skinner’s programmed
1990s
instruction; Bloom’s
Taxonomy; major funding
to math & science after
launch of Sputnik
Gagne; learning
objectives; criterionreferenced evaluation
1950s
1960s
Cognitive Load Theory;
EPSS; rapid prototyping
1980s
PCs; instructional
systems in business
and industry
1930s
Behavior
objectives;
formative
evaluations
1940s
Military training benefits
from IDT during WWII
1970s
Cognitive psychology merges
with instructional design

5. IDT: Building a Model

6. IDT: Foundation
Ethics
• Ethical use of media
• Respect for intellectual property
• The Digital Divide
Content
• Knowledge about the subject
matter or skill to be taught
• Central facts, concepts, theories
and procedures
Subject Matter Expert (SME)

7. •
• Information
processing
processing
•
• Piaget’s
constructivism
constructivism
•
• Situated
cognition
cognition
• Social
• Social
constructivism
constructivism
• Vygotsky’s
• Vygotsky’s
constructivism
constructivism
• Motivation
• Motivation
Instructional
• Instructional
Development
•
• Subject Matter
Expert input
•
• Analyze goals
•
• Design learning
solution
•
• Develop
elements of
solution
• Implement
training
• Evaluate
Appropriate Technology
• How People
Learn
Learn
Design Methods
Theory and Research
IDT: Three Pillars
Support for
• Support for
Learning
Learning
• Computer
• Computer
Software
Software
• Worldwide web
• Worldwide web
• Email, social
• Email, social
networking,
networking,
usenet, etc.
usenet, etc.
• Personal
• Personal
electronic
electronic
devices
devices
• Classroom
• Classroom
technology (e.g.
technology (e.g.
SmartBoard)
SmartBoard)

8. IDT: Learning Environment
Delivery
• Face to face/classroom
• Online asynchronous
• Online synchronous
Facilitation
• Instructor as guide and coach
• Active interaction on the part of the
learner
Evaluation
• Assessment
• Further Analysis
• Learning Management System

9. IDT: A Foundational Model
The successful IDT Professional works
effectively with the SME and end users
essentially giving them co-ownership
of the design. (Rieber, 1998)

10. IDT: What it’s all about…
• IDT involves design and technology, but it’s all
about meeting the instructional needs of people.

11. IDT: A Personal Perspective
• Concerns about IDT
Digital Divide: access for all
Educator/organizational reluctance to adapt
Negative impact of e-Learning on social
development; importance of balance in design
• Enthusiasm about IDT
I am pleased that IT has evolved to IDT; the added
emphasis on design matches my interests, goals,
and skillset
I remain confident this field perfectly merges my
two previous professions as engineer and
educator; I hope my expectations are realistic.

12. IDT: A Consolidated Definition
• Instructional Design and Technology:
A discipline grounded in the delivery of knowledge and
skills using appropriate techniques, processes, and
resources.
The ID process includes several components:
 Analysis of learning or performance challenge
 Design, development, and implementation of solution
 Evaluation and management of resources and performance
improvement including feedback to the instructor and learner
ID often involves a systematic process employing a
variety of instructional technologies and media
ID sometimes involves non-instructional solutions
The main goal of IDT is meeting the needs of
people so they can reach their fullest potential

13. Trends & Issues: IDT Focus
• Focus of the Field
The Learning Sciences
Performance improvement
 What can learners do better as a result of a learning
experience?
Constructivism
 Anchored instruction with relevant, authentic tasks
 Deep, conceptual understanding
 Raises issues with instructional efficiency
Familiarity with various learning paradigms and
strategies; blending approaches for best learning
and performance outcomes
Facilitation of collaboration and reflection
Flexibility and adaptability

14. Trends & Issues: IDT Technology
• Tools and Devices
Online learning and knowledge management
 Mobile devices and applications – shrinking the Digital
Divide?
 Cloud storage and Knowledge Bases
 Social networking and conference back channels
Educational “Serious Games” and simulations
 Raise issues with instructional efficiency
 Must be structured towards learning goals
 Incorporate measurable learning outcomes
Non-instructional methods
 Motivation and feedback
 Mentoring and coaching
 Communities of practice

15. References
AECT. (2001) What is the history of the field? at http://www.aect.org/standards/history.html.
Rieber, Lloyd. (1998) The proper way to become an Instructional Technologist. Peter
Dean Lecture at http://www.coe.uga.edu/~lrieber/pdean.
Reiser, Robert A. (2001) A history of Instructional Design and Technology: Part I: A
history of instructional media. ETR&D, Volume 49, No. 1, pp. 53-64.
Reiser, Robert A. (2001) A history of Instructional Design and Technology: Part II: A
history of instructional design. ETR&D, Volume 49, No. 2, pp. 57-67.
Reiser, Robert A. (2002) What field did you say you were in? Defining and naming our
field. In Reiser, R.A. & Dempsey, J.V. (Eds.). Trends and Issues in Instructional Design
and Technology. Upper Saddle River, NY: Merrill/Prentice Hall.
Reiser, Robert A. (2011) A talk sponsored by the Program in Educational Communication
and Technology of NYU's Steinhardt School of Culture, Education, and Human
Development. Retrieved July 27, 2012 from http://steinhardt.nyu.edu/alt/ect/bobreiser.
Shepherd, C. (2007). A brief history of Instructional Technology and the ideas affecting it.
In M. K. Barbour & M. Orey (Eds.), The Foundations of Instructional Technology. Retrieved
June 15, 2012, from http://projects.coe.uga.edu/itFoundations.
Whelan, Robert. (2005). Instructional Technology & theory: A look at past, present, &
future trends. In Connect: Information Technology at NYU. Retrieved June 15, 2012, from
http://www.nyu.edu/its/pubs/connect/spring05/pdfs/whelan_it_history.pdf.