Introduction to Instructional Technology
Online learning is essentially about education through internet. Here we target a very wide range of people scattered across the globe. We don't have much information about the background of the people who are going to be our virtual students. Imparting knowledge to not so familiar audience is really a big task on the instructor's part. In order to make the learning process successful we need to look at all the aspects of learning, various approaches and the issues involved.
Instructional Technology addresses this concern and provides a systematic way for learning. In this article I have tried to give you an overview of this field.
What is Instructional Technology?
Many people have the misconception that this technology is about using computers, interactive media, modems, CD-ROMs, teleconferencing and other technological means to support learning. Instructional technology is not just the technology; it is more than that. Instructional Technology is the systematic application of Learning Theory to create effective instructions.
Seels and Richey (1994) defines Instructional Technology as ... "Instructional Technology is the theory and practice of design, development, utilisation, management, and evaluation of processes and resources for learning".
It is not just the design but also the development of instruction and then management and evaluation to maintain and enhance the effectiveness of instructions. Instructional Technology has two components - Instructional Design and Instructional Development. Instructional Design is a step by step process of translating principles of learning and instruction into plans for instructional materials and activities. These plans are nothing but instructional specifications to produce quality instructions. Instructional Design process starts by analysing the learning needs and goals and it is followed by the development (of a delivery system to meet learning goals), testing and evaluation of learning materials and learning activities. Instructional Development is the process of implementing the design plans. [GMU, 1999]
Learning theory is the base for any instructional design. These theories tell us the different approaches to knowledge acquisition in the process of learning. Each of these has their own strengths and weaknesses and focuses on different aspects of human cognitive activity. These theories help us understand how people think and learn, which is essential to create effective instruction. Learning theories describe the ways that theorist believe people learn new ideas and concepts. They explain the relationship between information we already know and the new information we are trying to learn. There are two types of learning theorists: Behaviorists and Cognitivists [Yi Guan, 2000]. According to the behaviorists learning results in a change in the learner's behavior. Behavior theorists define learning as nothing more than the acquisition of new behavior. Cognitivists believe that learning occurs when learners are able to add new concepts and ideas to their cognitive structure by recognising a relationship between something they already know and what they are learning.
Components of Instructional Design Process
Following are the four fundamental components of instructional design process. They form the model for systematic instructional planning [Morrison et al, 2001].
- Learners - For who is the program developed?
- Objectives - What do you expect the learner to achieve finally?
- Instructional Strategies - How are you going to make learners meet their objectives?
- Evaluation Procedures - How do you determine whether learning objectives are mate?
- Identify instructional problems and specify goals for designing an instructional program.
- Examine learner characteristics that will influence your instructional decision.
- Identify subject content, and analyse task components related to stated goals and purposes.
- Specify the instructional objectives.
- Sequence content within each instructional unit for logical learning.
- Design instructional strategies so that each learner can master the objectives.
- Plan the instructional message and develop the instruction.
- Develop evaluation instruments to assess objectives.
- Select resources to support instruction and learning activities.
Instructional Design Models
Instructional design models provide a framework for systematic production of quality instruction on which the approaches for learning are based. They serve as guidelines for the teacher to teach the concepts. The models incorporate fundamental components of the instructional design process described above. They provide guidelines on how combinations of instructional strategy components should be integrated to produce a course of instruction. Most of the effective models are based on learning theories.
There are many models available viz. Dick and Carey Design model, Hannafin and Peck Design Model, Knirk and Gustafson Design Model, Jerrold Kemp Design Model, Gerlach and Ely Design Model, Rapid Prototyping Design Model, etc [Sherri et al, 1995]. Dick and Carey design model is known as one of the best models. The model describes all the phases of instructional design process that starts by identifying instructional goals and ends with summative evaluation. Summative evaluation occurs after the final version of instruction is implemented. This type of evaluation assesses the overall effectiveness of the instruction. This model is applicable across a range of context areas (school to business to government) and users (novice to expert).
Conclusion
Instructional Technology has been a topic in traditional teacher training courses. This would typically cover the use of learning theories and technology for effective instruction. Effective use of the principles derived from the learning theories and associated studies, significantly enhances the learning process. Today, the role of instructional technology is expanding to cover the online learning student, who is immersed in a very different physical and psychological environment compared to a classroom student. Newer models of learning are being explored to exploit these differences constructively. Students can access information far beyond the scope of their traditional textbooks. Course content can be personalized to student's specific learning styles. Instructional Technology doesn't focus just on content mastery but it has the power to enhance overall knowledge accumulation of a learner. A feedback system can be built directly into the learning process. Students can obtain continuous and accurate feedback, learn from mistakes and structure learning experiences around their individual needs.
References
[Morrison et al, 2001]
Gary Morrison, Steven Ross and Jerrold Kemp. Designing Effective
Instruction.
John Wiley and Sons, Inc., 2001.
[Yi Guan, 2000]
Yi
Guan, Instructional Technology Kiosk (2000).
[GMU, 1999]
Instructional Design and Development Immersion Program Part of the M.Ed. program in Instructional Technology at George Mason University (1999)
[Sherri et al, 1995]
Sherri Braxton, Kimberly Bronico and Thelma Looms.
Instructional Design Methodologies And Techniques
(1995)