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IDT (Instructional Design and Technology)

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IDT (Instructional Design and Technology)

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Theory or practice of design, development, and evaluation of processes and resources of learning (soft and hard skills) to create effective learning experiences and environments with focus on valuable learning; maximize learning potential

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Purpose, planning, or intention that exists or is thought to exist behind an action, fact, or material object

*Important to create an effective design to solve educational problems and issues in IDT

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Common ID model that all models derive from in a dynamic model

Analysis
Design
Development
Implementation
Evaluation

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People who have "stake" or claim concerning the nature of instruction being designed; have certain expectations for the natrue of instruction

Examples:
-Students
-Parents
-Board members
-Administrators
-Teachers

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Provides content information and reviews the materials throughout the design process

Examples:
-Officials
-Experts
-Learning artifacts
-Meaningful knowledge

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Skills involving technical, application, and know how tactics

Examples:
-Using PowerPoint
-Use of media devices

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Skills involving techniques, methods, and processes

Examples:
-KWL charts
-Webs

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Researched based areas of IDT that focus on solving educational problems

Management Sciences:
-Systems theory
-planning
-cost analysis

Learning Sciences:
-Research/theories
-systematic design
-Developmental psychology

Communication Technology:
-Communication theory
-Media Selection
-Interactive

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Elements needed for an effective instructional design

*Resource credited to William Lidwell, Kritina Holden, and Jill Butler (authors of Universal Principles of Design)

1. Functionality (must work)
2. Reliability (consistent)
3. Usability (easy to process)
4. Proficiency (better/improved)
5. Creativity (never before seen and original)

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Strategies developed to maintain an effective design

1. Gain attention
2. Inform learner objective
3. Stimulate recall of prior knowledge
4. Present content
5. Provide learning guidance
6. Practice
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer

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Tools that create a process of breaking a complex topic or substance into smaller parts to gain a better understanding of it

Examples:
-Surveys
-Interviews
-Google Form

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Analysis tool that is a data collection that is made up of questions that allow us to find out information about an individual; important source of data throughout ADDIE process

Pros of Online Surveys:
-gather feedback
-creates reviews
-research
-no paper and cost effective (often free)

Examples:

-SurveyMonkey https://www.surveymonkey.com
-Question Pro
https://www.questionpro.com/
-Survey Gizmo
https://www.surveygizmo.com/

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Analysis tool that is used as a systematic conversation in which an interviewer collects information through oral responses from participant; goal of interviewer is to collect data

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Methods that provide information about the who, how, when, and why; looking at resources for information about a specific topic and provides evidenc

Examples:
-Primary
-Secondary
-Qualitative
-Quantitative
-Market
-Ethnographic

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Research method that shows own original work; know what you're looking for and observes/ collects info directly

Examples:
-Interviews
-Gathering data
-Observations

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Research method that involves outside sources and helps understand what is not known

Examples:
-Books
-Journals
-Articles
-Magazines
-Videos

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A motivational theory created by Abraham Maslow in psychology comprising a five-tier model of human needs, often depicted within a pyramid

1. Physiological (food/water)
2. Safety (security)
3. Love/Belonging (friendship/family)
4. Esteem (confidence/achievement)
5. Self-Actualization (morality/creativity)

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Detailed information telling how something should be done, operated, or assembled

Instructional Strategies:

1. Must be aligned with learning outcomes
2. Based on learning context
3. Based on learner's prior knowledge and characteristics
4. Evidence based and interaction that drives toward outcomes

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Describe what students will learn or be able to do after instruction; general ideas that focus on knowledge, skills, and attitudes

9 Elements of Instruction Goals:

1. Learner needs
2. Organizational needs
3. Learning standards
4. Accreditation on requirements
5. Field based "best" research practices
6. Funders
7. Employer competencies (military, etc.)
8. Education program needs
9.) Societal needs

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Measurement of student learning; answers the learners attained KASIs throughout instruction

Types of Assessment:

Traditional- memorization or declarative facts; learners chose from given lists (tests or notes)

Authentic- requires learner performance that is close to the real world task; learners create responses to questions or tasks (essays and written work)

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Four-level training evaluation model that helps designers measure the effectiveness of their design in an objective way

Level 1: Reaction
Level 2: Learning
Level 3: Behavior
Level 4: Results

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involves the process of identifying the performance, skills, knowledge, information and attitude gaps of a targeted audience; creating, selecting or suggesting learning experiences that close this gap, based on instructional theory and best practices from the field of IDT

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Tools that create a understanding of the learning experience; categorized based on utility and delivery format

Examples:
-Productivity (Word Processor)
-Educational (Canvas)
-Multimedia (iCloud)
-Learner interaction (present, select, organize, write, search)
-Message Communication (Nearpod, YouTube)

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Science or knowledge put into practical use to solve problems or invent useful tools

Examples:
-Computers
-Smart phones
-Lightbulb
-Hoverboards

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The acquisition of knowledge or skills through experience, study, or by being instructed

*Important to note that there are a variety of learning types that determine the style of the learner

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Diverse physical locations, contexts, and cultures in which students learn

Examples:
-Safe & supportive
-Provides social learning opportunities
-Interactive
-Flexible & engaging

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Heart of instructional design; communicates exactly what is being learned (critical) and articulates an instructional strategy

Types of Learning Outcomes:
-Instructivist
-Constructivist
-Connectivist

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Appraisal of the success of the design and instruction itself; answers how successful the design, resources, and media used in design was (different from assessment)

Did it have effect?
How good was the design?
Was the instruction useful?