Ten Trends Affecting the Field of Instructional Design and Technology

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1 Ten Trends Affecting the Field of Instructional Design and Technology Robert Reiser Associate Dean, College of Education Distinguished University Teaching Professor and Robert M. Morgan Professor of Instructional Systems Florida State University Robert A. Reiser

2 Instructional Design and Technology: Ten Trends Affecting the Field Focus on two types of trends : New views of the teaching & learning process Advances in technology and how it is used to support instruction and learning

3 Instructional Design and Technology: Ten Trends Affecting the Field Performance Improvement Constructivism Knowledge Management Performance Support Online Learning Informal Learning Social Media Educational Games Learning Sciences Mobile Learning

4 Ten Trends Affecting the Field of Instructional Design and Technology Why use this term? What does it mean?

5 Early Views of the Field (early 1900s s, even today!!) Instructional Technology = Media audiovisual materials (e.g., films, radio, broadcast television) the media born of the communications revolution (e.g., computers, the Internet, digital video, etc)

6 More Recent Views of the Field (1970s s) Inst. Technology= systematic approach to designing instruction a systematic way of designing, carrying out and evaluating the total process of learning and teaching (Commission on Inst. Technology, 1970) Webster s online dictionary: Technology: 1. the practical application of knowledge. 2. a manner of accomplishing a task, especially using technical processes, methods, or knowledge

7 Instructional Design and Technology: A Current Definition Combining the emphasis on Media and Systematic Instructional Design plus adding New Directions the Field is Taking

8 Instructional Design and Technology A Current Definition : The field of instructional design and technology encompasses the analysis of learning and performance problems, and the design, development, implementation, evaluation and management of instructional and non-instructional processes and resources intended to improve learning and performance in a variety of settings, particularly educational institutions and the workplace. Professionals in the field of instructional design and technology often use systematic instructional design procedures and employ a variety of instructional media to accomplish their goals. (Reiser, in Reiser & Dempsey, Trends and Issues in Instructional Design and Technology, 2012)

9 Instructional Design and Technology: A Current Definition Instructional Design and Technology includes: using a systematic approach to design instruction The field of instructional design and technology encompasses the analysis of learning and performance problems, and the design, development, implementation, evaluation and management of instruction and non-instructional processes and resources intended to improve learning and performance in a variety of settings, particularly educational institutions and the workplace. Professionals in the field of instructional design and technology often use systematic instructional design procedures and employ a variety of instructional media to accomplish their goals. (Reiser, in Reiser & Dempsey, Trends and Issues in Instructional Design and Technology, 2012)

10 Instructional Design and Technology: A Current Definition Instructional Design and Technology includes: employing media to enhance learning The field of instructional design and technology encompasses the analysis of learning and performance problems, and the design, development, implementation, evaluation and management of instruction and non-instructional processes and resources intended to improve learning and performance in a variety of settings, particularly educational institutions and the workplace. Professionals in the field of instructional design and technology often use systematic instructional design procedures and employ a variety of instructional media to accomplish their goals. (Reiser, in Reiser & Dempsey, Trends and Issues in Instructional Design and Technology, 2012)

11 Instructional Design and Technology: A Current Definition Instructional Design and Technology includes: improving performance The field of instructional design and technology encompasses the analysis of learning and performance problems, and the design, development, implementation, evaluation and management of instructional and non-instructional processes and resources intended to improve learning and performance in a variety of settings, particularly educational institutions and the workplace. Professionals in the field of instructional design and technology often use systematic instructional design procedures and employ a variety of instructional media to accomplish their goals. (Reiser, in Reiser & Dempsey, Trends and Issues in Instructional Design and Technology, 2012)

12 Trend #1: Performance Improvement Emphasis on improving performance, as well as improving learning.

13 Performance Improvement Emphasis on improving performance, as well as improving learning Use of non-instructional methods (in addition to, or instead of, instructional methods) to improve performance: motivational techniques feedback systems personnel selection job and workplace re-design coaching and mentoring performance support knowledge management informal learning

14 Extent of Use of Non-Instructional Methods Source: ASTD 2008 State of the Industry Report

15 Trend #2: Constructivism

16 Constructivism Key Instructional Principles Anchor instruction to stress relevance Design authentic tasks to promote transfer Present complex problems to promote deep understanding Have learners take the lead in problem solving Arrange for learner collaboration Encourage learner reflection on what and how they learned

17 Constructivism Challenges for Designers Select instructional strategy in light of the learning task Insure learners possess adequate prerequisite skills Consider assessment of individual learners Provide adequate scaffolding/learning guidance Consider efficiency of learning

18 Trend #3: Knowledge Management Source: ASTD 2008 State of the Industry Report

19 The Need for Knowledge Management Knowledge Chaos! Finance Vendors Manufacturing Marketing Information Technology Product Development Public Relations Help Desks HR Training used with permission of Marc Rosenberg

20 Knowledge Management What is Knowledge Management? Collecting, archiving and sharing valuable information, expertise, and insight within and across communities of people and organizations with similar interests and needs. (Rosenberg, in Reiser & Dempsey, 2012)

21 Knowledge Management What is Knowledge Management? Collecting, archiving and sharing valuable information, expertise, and insight within and across communities of people and organizations with similar interests and needs. (Rosenberg, in Reiser & Dempsey, 2012)

22 The Need for Knowledge Management Knowledge Chaos! Finance Vendors Manufacturing Marketing Information Technology Product Development Public Relations Help Desks HR Training used with permission of Marc Rosenberg

23 Knowledge Management: Useful organization of knowledge Finance Vendors Manufacturing Marketing Information Technology Product Development Public Relations Help Desks HR Training used with permission of Marc Rosenberg

24 Knowledge Management: Moving from Codification to Personalization Chen et al. (2011) KM factors affecting Chinese ICT firms, Information Management Systems, 28 (1),

25 Trend #4: Performance Support Source: ASTD 2008 State of the Industry Report

26 Performance Support Definition A system that provides performers with varying levels of access to information and tools that support performance at the moment of need. (adapted from Nyugen, in Reiser & Dempsey, 2012)

27 Performance Support Performance support: some examples GPS systems Income tax preparation software Tool for generating instructional objectives

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29 Trend #5: Online Learning Percentage of technology-based training (online, CBI, video, etc.) has greatly increased in recent years: Source: 2010 ASTD State of the Industry Report

30 Online Learning Percentage of online training has also greatly increased Source: 2010 ASTD State of the Industry Report

31 Online Learning: Growth in Higher Education Source: Learning on Demand: Online Education in the United States, 2009

32 Online Learning: Growth in Higher Education Invasion of the MOOCs! Massive Open Online Courses Free (!) courses with very large (often in thousands) enrollments Recent (Spring 2012) announcements: Stanford, Princeton, Michigan and Univ. of Pennsylvania announce partnership to develop MOOCs Harvard & M.I.T. will partner developing MOOCs

33 Online Learning: Growth in K 12 Education Percentage of U.S. Students Taking Online Classes Source: Blackboard, Learning in the 21 st Century, 2011 Trends Update

34 Online Learning More online courses = more opportunities for instructional designers Why? Instructional design skills are necessary in order to prepare effective online courses

35 Trend #6: Informal Learning Definitions Informal learning is the unofficial, unscheduled, impromptu way people learn to do their jobs. Jay Cross, Informal Learning, 2006 Learning other than that which typically takes place in a classroom or other formal instructional settings. adapted from Rossett & Hoffman, in Reiser & Dempsey, 2012

36 Informal Learning: A Major Means of Workplace Learning Source: 2008 ASTD State of the Industry Report

37 Frequently Used Types of Informal Learning Activities Source: 2008 ASTD State of the Industry Report

38 Characteristics of Formal and Informal Learning: A Comparison Formal Courses, workshops Content determined by instructor perception of need instructor-driven School culture: Push Informal Relationships, conversation Content determined by learner s perception of need learner-driven Web 2.0 culture: Pull Source: Jay Cross, 2007

39 Informal Learning Challenges for Designers Identify the current informal learning activities taking place in your organization Identify the desired informal learning activities that might eventually take place in your organization Arrange conditions in the workplace that will foster the use of desired informal learning activities

40 Trend #7: Social Media A collection of web-based tools that facilitate the ability of individuals to create and present content, share knowledge and collaborate with others via the web. Examples: - wikis - blogs - podcasts - social networking sites (example: Facebook) - social bookmarking sites (example: delicious.com) - media sharing sites (example: YouTube)

41 Social Media in the Workplace: Use of Social Media for Work-Related Learning Source: Training & Development, July 2010

42 Teacher Use of Social Media in K-12 Classrooms Source: edweb.net, Survey of K-12 Educators (2009)

43 Instructor Use of Social Media in Higher Education Source: Pearson Social Media Survey 2010

44 Social Media Challenges for Designers Choosing the right social media tools for various types of learning tasks Including enough structure/scaffolding to support learner desired learning outcomes Identifying the appropriate role for instructors when social media are employed. Especially regarding: presentation of content provision of feedback

45 Definition: Trend #8: Educational Games System in which players engage in an artificial challenge, defined by rules, that results in a quantifiable outcome that is useful outside of the context of the system (i.e., useful in the real world ) adapted from Shute, Rieber, & Van Eck, in Reiser & Dempsey (2012)

46 Key Features of Well-Designed Educational Games Well-designed games provide: Adaptive problem-solving challenges Clear goals and rules High degree of learner control Motivating sensory stimuli Sense of uncertainty Ongoing feedback adapted from Shute, AERA presentation, 2011

47 Educational Games: What Does the Research Say? Review of research studies on video games in K - 12: some evidence for the effects of video games on language learning, history and physical education, but little support for the academic value of video games in science & math. Many educationally interesting games exist, yet evidence for their impact on student achievement is slim. from Young et al. (2012) Review of Educational Research

48 Educational Games Challenges for Designers How do we: Design games to promote attainment of specific learning goals? Measure learning outcomes? Address issues of instructional efficiency?

49 Key principles Trend # 9: Learning Sciences Focus on promoting deep conceptual understanding Create learner-centered learning environments Use technology to: - create learning environments - provide new tools for learners - enhance understanding Account for the social nature of learning

50 Key principles (continued) Learning Sciences Design for transfer of learning Study learning in real world settings, not a lab Examine learning from multiple perspectives Conduct research on the design process

51 The Learning Sciences Challenges for Designers Acquire understanding of learning sciences principles and strategies Identify those types of learning outcomes likely to be fostered by particular learning sciences strategies Examine how various learning sciences strategies might be blended with instructional design practices Engage in design and research activities with those in the learning sciences community

52 Trend #10: Mobile Learning Definition Learning that is supported by mobile devices (e.g., smartphones, tablet computers, ipods, etc.)

53 Mobile Learning A Growing Interest in the Workplace Source: Training+Development, July, 2011

54 Mobile Learning A Growing Interest in Higher Education Source: Chronicle of Higher Education, August 2011

55 Mobile Learning A Growing Interest in K-12 Education Source: Education Week, October 15, 2010

56 Mobile Learning A Growing Interest among Parents Source: Blackboard, Learning in the 21 st Century: Taking it Mobile (2010)

57 Mobile Learning Advantages Relatively low cost technology Reduces the digital divide Physical ease of classroom use Portability facilitates anytime anywhere learning Familiarity among students andteachers

58 Mobile Learning Challenges for Designers Avoid the media bandwagon effect Identify instructional affordances mobile devices provide Use mobile devices to capitalize on those affordances Try to reduce distracting influences Re-examine theories of teaching and learning in light of the prevalence of mobile learning devices

59 Conclusion ID&T Professionals: Our Expanding Toolbox mid-1970 s: early 2000 s:

60 Items in the Expanded Toolbox Performance Improvement Constructivism Knowledge Management Performance Support Online Learning Informal Learning Social Media Educational Games Learning Sciences Mobile Learning

61 Conclusion Larger Toolbox Greater Likelihood of Selecting Proper Tool Positive Effect on Learning and Performance Great Success in Your Professional Career!

62 Thank You!