Introduction to seps 789
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Introduction to SEPS 789/889 – Instructional Technology in Education and TrainingDr. Virginia R. [email protected]
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Overview and welcome!
Syllabus Class overview Introductory discussion board thread
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Three major sectionsTheory Section
1. History and Definitions Articles AECT
Design Models and How People Learn
Start a reflection journal
2. Practice Session Current Issues and Trends Web 2.0 Tools Integration into
Learning Modules
3. Application Needs, Tasks Analyses Instructional Design Evaluation Computer Based Training (CBT)
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Part 1 Definitions
AECT (Association for Educational Communications and Technology_ Instructional Technology is the theory and practice of design,
development, utilization, management, and evaluation of processes and resources for learning (1994).
Revised in 2008 Educational technology is the study and ethical practice of
facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.
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Of design, development, utilization, management, and evaluation ... refer to both areas of the knowledge base and to functions performed by professionals in the field. ... Processes are a series of operations or activities directed towards a particular result. ... Resources are sources of support for learning, including support systems and instructional materials and environments. ...
The purpose of instructional technology is to affect and effect learning (Seels & Richey, 1994, pp. 1-9).
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Historical underpinnings to IDConcepts to remember: Audio-visual technology (1920s and 30s) gradually became “instructional
technology.” Computers in the 80s changed the delivery mode of education The introduction computers in schools and the Internet
revolutionized instructional technology (active learning and teaching) The importance of technology in instruction is obvious (today’s is seamlessly
integrated) Technology is a systematic application of scientific or other organized
knowledge to practical tasks Instructional technology – application of learning theory and emergent
technologies in solving instructional and performance problems Consider Dale’s Cone of Learning when selecting suitable technologies for
instruction Think of how to add value to learning by increasing pedagogical richness
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The Essentials of Instructional Design:Connecting Fundamental Principles with Process and Practice (2nd edition) Brown and Green (2011)
Chapter 1 The Discipline of Instructional Design Consider these questions as you read the chapter and think about they apply
to you and your educational background: What is an instructional designer? What is an instructional design/development model? How has general systems theory affected instructional design?
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Instructional Design
A process A discipline A science A reality
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Models of Instructional Design
Systems approach Dick and Carey – classic example of systematic development
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Kemp, Morrison, and Ross’s ID Plan – 9 elements –do not have to be sequential
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Merrill’s Pebble-in-the-Pond Model – content before objectives
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Successive Approximation Model (SAM) emphasis on iterative nature of processEvaluate design develop = agile learning design
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ADDIE – Analyze, design, develop, implement, and evaluate. Illustration of essential steps of ID process.
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Designing Professional Instruction design
College K-12 Nonacademic
Traditional Approaches General Systems Theory (GST)
Nontraditional approaches ISD – instructional systems design – behavioristic theory
Eclecticism and Postmodern Approaches Four societal factors Rapid prototyping
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Consider how this applies to ID
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Summary of Chapter One
Instructional designers must create instruction with as well as for others!
Throughout the ID process you must assemble information, ask questions, synthesize material and solve problems.
ID combines logic and scientific methods to problems involved in designing, developing, and delivering instruction.
Just as with any educational process, you must then check your understanding and confirm your work