Conceptual Framework for Instructional System Design Rank Programs at the University of Kentucky

Transcription

1 Conceptual Framework for Instructional System Design Rank Programs at the University of Kentucky The Instructional Systems Design Program is a graduate program that prepares individuals in the design and development of instructional systems. Program graduates work in instructional design positions in job settings including: business, industry, education, health professions, government, military, and various training organizations. ISD also provides the instructional technology components to the secondary, elementary, and middle school programs at baccalaureate and Master s, Rank I and doctoral levels in the College of Education. The various degree, rank, and endorsement program options described in detail below are a standards-based, integrated with advanced degree options and use continuous competency assessments, thus enhancing the student s preparedness, marketability and range of professional options. Students in instructional design are decision-makers who proceed knowledgeably, thoughtfully, and systematically by applying foundational tenants of instructional design to training and instructional problems. Using needs assessments and on-going feedback and evaluation, instructional designers strategically plan and implement instruction using the range of technology now available in today s business, industrial, health care and educational contexts. As these contexts shape and are shaped by evolving technologies students need flexible professional preparation to meet the demands of changing skills and expertise. Students seeking advanced degrees or professional studies in ISD need intensive exposure to instructional design conceptual frameworks, research and practical applications. Foundational to the field of ISD are indiciplinary approaches that integrate psychological perspectives (from behaviorism (Burton, Moor, Magliaro, 1996) to social/cognitive (Cognition and Technology Group) and constructive approaches (Duffy and Jonassen, 1993), sociological perspectives (Kerr, 1996), systems inquiry (Banathy, 1996), communications perspectives (Salomon, 1993), as well as critical and post-modern viewpoints (Yeaman, et al., 1996). In combination, these foundational perspectives have blended to support principles and strategies for designing instruction and given rise to a rigorous research tradition focused on the relationship between instructional design and learning. The courses, fieldwork and projects in the Rank and Endorsement Programs in Instructional Systems Design

2 are comprised of critical readings that introduce students to these multiple foundational perspectives and explore the research base that has evolved which systematically examines how and what students learn as a result of instruction in its many forms and contexts. Faculty support and mentoring to insure successful attainment of professional goals are also program priorities and our students note these seminars are a strength of the program. ISD students are primarily employed full-time and work on their programs part-time. Our entire graduate program is offered via evening classes and distance education options to accomodate our population. While convenient, students can feel disconnected from the community of learners we feel is so important to the intellectual and collegial dispositions of the faculty and program. Thus ISD offers a Research Colloquium. The monthly meetings bring in speakers whose research is related to instructional design and provides intellectual community and social contact.. The integration of theory, research and standards-based practice are hallmarks of the instructional design program whether the student s goals are instructional design, research and development, or obtaining professional development and/or higher rank teacher certification. Students in the rank and endorsement programs attend and participate in a research colloquium that meets monthly. The program meets standards of the Kentucky Experienced Teacher Standards. Additionally, standards developed by the International Board of Standards for Training, Performance and Instruction (IBSTPI) for instructional designers core competencies are used to assess the content area preparation of advanced degree, rank and endorsement candidates.

3 References and Selected Bibliography Anglin, G. (1995). Instructional technology: Past, present and future. Englewood, CO: Libraries Unlimited, Inc. Anglin, G., Towers, R., and Levie, H. W. (1996). Visual message design and learning: The role of static and dynamic illustrations. In D. Jonassen (Ed.) The Handbook of Research for Educational Communications Technology, pp New York: Simon & Schuster Banathy, B. (1996). Systems inquiry and its application in education. In Communications Technology, pp New York: Simon & Schuster Brown, J.S., Collins, A., and Duguid, A. (1989). Situated cognition and the culture of learning. Educational Researcher,18,5, pp Burton, John K., Moore David M., and Magliaro, S. (1996). Behaviorism and instructional technology. In D. Jonassen (Ed.) The Handbook of Research for Educational Communications Technology, pp New York: Simon & Schuster Clark, R. (1983). Reconsidering research on learning with media. Review of Educational Research,53, pp Cognition and Technology Group at Vanderbilt University (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher,19,6, pp Duffy, T.M., and Cunningham, D.J. (1996). Constructivism: Implications for the design and delivery of instruction. In D. Jonassen (Ed.) The Handbook of Research for Educational Communications Technology, pp New York: Simon & Schuster Duffy, T.M. and Jonassen, D. (1992). Constructivism and technology. New York: Harper Collins. Hannafin, M., Hannafin, K., Hooper and S., Rieber, L., (1996). Research on and research with emerging technologies. In D. Jonassen (Ed.) The

4 Handbook of Research for Educational Communications Technology, pp New York: Simon & Schuster International Society for Technology in Education (ISTE). Website and standards at Kerr, S., (1996). Toward a sociology of educational technology. In D. Jonassen (Ed.) The Handbook of Research for Educational Communications Technology, pp New York: Simon & Schuster Koetting, R.J. (1996). Philosophy, research and education. In D. Jonassen (Ed.) The Handbook of Research for Educational Communications Technology, pp New York: Simon & Schuster Kozma, R. (1991). Learning with media. Review of Educational Research,61, pp Krendl, K., Ware, W., Reid, K. (1996). Learning by any other name: Communication research traditions. In D. Jonassen (Ed.) The Handbook of Research for Educational Communications Technology, pp New York: Simon & Schuster McLellan, H. (1996). Virtual realities. In D. Jonassen (Ed.) The Handbook of Research for Educational Communications Technology, pp New York: Simon & Schuster Nichols, R. and Allen-Brown, V., (1996). Critical theory and educational technology. In Communications Technology, pp New York: Simon & Schuster Richey, R. C. and Nelson, W.A., (1996). Developmental research. In D. Jonassen (Ed.) The Handbook of Research for Educational Communications Technology. pp New York: Simon & Schuster Ross, S.M. and Morrison, G.R. (1996). Experimental research methods. In Communications Technology, pp New York: Simon & Schuster Romiszowski, A., and Mason, R. (1996). Computer-mediated communication. In D. Jonassen (Ed.) The Handbook of Research for

5 Educational Communications Technology, pp New York: Simon & Schuster Salomon. G. (1990). Cognitive effects of and with computers. Communication Research,17(1), pp Savenye, W., and Robinson, R. (1996). Qualitative research methodologies. In D. Jonassen (Ed.) The Handbook of Research for Educational Communications Technology, pp New York: Simon & Schuster Winn, W. and Snyder, D. (1996). Cognitive perspective in psychology. In Communications Technology, pp New York: Simon & Schuster Yeaman, A., Hlynka, D., Anderson, J., Damarin,S., Muffoletto, R. (1996). Postmodern and poststructuralist theory. In D. Jonassen (Ed.) The Handbook of Research for Educational Communications Technology, pp New York: Simon & Schuster