My Definition of Instructional Design and Technology

Instructional Design and Technology is a field of study that has allowed me to design instruction using a systematic methodology. It has helped me analyze data, learner's needs, objectives, learning theories, and a continuous iterative process that leads to a high-quality learning product.

Learning Theories & Key Figures

Behaviorism

It is a learning theory that states that humans learn new behaviors when conditioned. It requires a reward and consequence system. It is widely used in education: rewards in the classroom, behavioral objectives, drill and practice, positive and negative reinforcement, and behavior modifications. Behaviorism is very useful when teaching foundational skills but it has its limitations. It does not promote intrinsic motivation or complex cognitive processes like problem-solving.

Key Figures:

• John B. Watson: Father of Behaviorism. He is famous for proving classical human conditioning with his experiment "Little Albert."

• B.F. Skinner: Further developed the idea of behaviorism through the use of reinforcement and punishment - operant conditioning. Known for his work with his "Skinner Box."

Cognitivism

This learning theory focuses on how the human mind acquires, processes, and retains knowledge. This theory is used in education when teachers use students' prior knowledge to build upon that existing schema, active engagement, scaffolding, some technology integrations (mind-mapping software), metacognitive strategies (self-evaluations), and the use of multimedia. Behaviorism could be considered the opposite of cognitivism because it focuses on observable behaviors and cognitivism focuses on internal processes. This theory is a cornerstone of instructional design.

Key Figures:

• Jean Piaget: Stages of cognitive development, learning is tailored according to the learners' developmental stage.

• Robert Gagne: Conditions of learning and instructional events, gaining attention and providing feedback.

Constructivism

This learning theory describes how humans construct knowledge through experiences and interactions with the world. Instead of being passive receivers of information, they create their understanding by building on prior knowledge. Constructivism is used in education by creating a student-centered learning approach, collaborative learning, scaffolding and differentiation, real-world relevance, and encouraging inquiry and reflection. This learning theory fosters lifelong learners.

Key Figures:

• Jean Piaget (Cognitive Constructivism): emphasizes how individuals construct knowledge based on their developmental stage.

• Lev Vygotsky (Social Constructivism): emphasizes the role of social and cultural interaction with learning. He uses the Zone of Proximal Development as a guidance to design learning.

Connectivism

A modern learning theory developed in response to the wide access to the internet and technological devices. It emphasizes the role of social and technological networks in the learning process. This learning theory states that the use of these directly impacts how humans acquire and share knowledge. Connectivism is widely used in education because it promotes collaboration: Learning platforms such as Coursera and Khan Academy, Social learning such as LinkedIn, Project-based Learning using platforms such as Google Workplace, Massive Open Online Courses, and Personal Learning Networks.

Key Figures:

• George Siemens: Introduced this theory in 2004 in his article Connectivism: A Learning Theory for the Digital Age.

• Stephen Downes: His work highlights how learning happens in distributive networks and promotes the idea of Personal Learning Environments.

Reflection

Throughout history, learning theories have been instrumental in shaping educational practices and opportunities. Upon reflecting on my instructional design, I've come to recognize the integration of the four primary learning theories in my approach. Behaviorism equips me with essential techniques for behavior management, while cognitivism enables me to implement scaffolding and mind mapping effectively. Among these, constructivism, particularly social connectivism, resonates most with my teaching philosophy. It shifts my role from a traditional instructor to a facilitator, fostering a student-centered environment. The principles of connectivism also facilitate the incorporation of technology, allowing learners to engage and collaborate more dynamically. Ultimately, these four learning theories combined empower me to create richer and more effective learning experiences for my students.

My Educational Philosophy

My educational philosophy includes providing a safe environment where my students can explore, try new strategies, create, share, collaborate, apply knowledge, make mistakes, reflect, and grow knowing they are accepted and appreciated. Throughout my experience as an educator, I believe that my students learn best when they know and understand that I genuinely care about them. I take the time to get to know them and understand their uniqueness. I actually “listen” when they talk to me. I learn as much as I can about their likes and dislikes so I can personalize my instruction. I promote respect by respecting them. I spend time building a community of learners where we help, respect, and show compassion for each other. If there is some friendly competition in the classroom, there is also a lot of praise for each one's accomplishments. I also like to provide reflective moments through self-evaluation every so often. This helps us stay focused on the learning goals and to promote a growth mindset. When they learn that they can trust themselves, trust me, and others around them, they lower their anxiety levels and start learning and growing in magnificent ways.

Instructional Design and Technology Glossary

Instructional Design and Technology

Instructional design and technology is a field of study and practice that identifies learning and performance challenges; it encourages designers to utilize methods such as analyzing data, designing and developing content, and implementing and assessing the effectiveness of the course; and is applied in settings such as educational institutions and workplaces.

Instructional Design

Instructional design is a specific set of rules or procedures for creating effective learning. It is a research-proven model that you can use to create content that is accessible to learners in different settings.

AECT

Is an acronym that stands for Association for Educational Communications and Technology. They state that they are the lead for studying and the application of new technologies for learning.

B.F. Skinner

Is the leading theorist behind Behaviorism. Was a professor at Harvard and created several experiments on animals. He even created what is called the “Skinner Box”.

eLearning

Is learning, training, or education that is done through a computer or any digital device. It can be done either in a traditional classroom setting or online.

Online Learning

Distance education instructs students who are away from the professor typically through the internet, but also other mediums. (Source)

Bloom’s Taxonomy

An instructional theory with six layers of knowledge that grow in complexity: remember, understand, apply, analyze, evaluate, and create. (Source)

Learning Theory

Learning theory aims to explain how people process, keep, and recall knowledge. Four accepted theories are behaviorism, cognitivism, constructivism, and connectivism. (Source)

Instructional Design Models

Models are representations of real situations that simplify tasks that can be difficult to illustrate otherwise. Most instructional design models utilize the most common steps of design, development, implementation, and evaluation, aimed at solving learning problems.

ADDIE (Analysis, Design, Development, Implementation, Evaluation)

An instructional design model from analyzing objectives, designing and developing content, and then implementing and evaluating the course. (Source)

Synchronous instruction

Synchronous instruction is when students are required to log in at specific times each week and have regular and substantive interaction between students and their instruction. (Source)

Asynchronous learning

Asynchronous learning is when students can view the materials at any time during the week, but also have opportunities for substantive and regular interaction with the professor and student. (Source)

Reflection

Creating my glossary of instructional design and technology in collaboration with my classmates has been an incredibly beneficial experience. We dedicated time to research and analyze the technical meanings of various terms, which significantly enhanced our understanding of this specialized vocabulary. To ensure we retained the information, we engaged in meaningful discussions to agree on definitions that resonated with us. This collaborative effort led to the development of a unique glossary tailored to our needs. Importantly, we see this project as a work in progress; I intend to continuously expand it as I advance in my career, incorporating new terms and concepts that arise in the field. This ongoing process will not only enrich my own knowledge but also serve as a valuable resource for future studies in instructional design and technology.

“Through others, we become ourselves.”

Lev Vygotsky

★★★★★

Reference:

Piskurich, G. M. (2015). Rapid instructional design: learning ID fast and right. Wiley

Reiser, R. A., Carr-Chellman, A. A., & Dempsey, J. V. (2024). Trends and Issues in Instructional Design and Technology. Taylor & Francis