Running Head: DEFINING INSTRUCTIONAL DESIGN AND TECHNOLOGY

Defining Instructional Design and Technology James L. De Lane Tomball, Texas

Author Note James L. De Lane, Tomball, Texas, University of Houston, Clear Lake Questions about this article should be addressed to James L. De Lane, Tomball, TX, EMail: DeLaneJ2923@UHCL.edu

DEFINING INSTRUCTIONAL DESIGN AND TECHNOLOGY

Abstract Instructional Design and Technology (IDT), as a field and a profession, has evolved since the beginning of the twentieth century. Creating a singular definition is therefore difficult. Drawing from its origins, and considering its diverse interpretations today, a current definition is developed and proposed here, using a variety of sources. Keywords: Instructional Design and Technology (IDT), definition

DEFINING INSTRUCTIONAL DESIGN AND TECHNOLOGY Defining Instructional Design and Technology Like the arms of a giant squid, leading from the tips back toward the body, Instructional Design and Technology today has many origins, and many interpretations, creating an evolving body of work. According to the text, the most frequently used term, to label the field, has been instructional technology (Reiser, & Dempsey, 2007). More recently, the field has also been labeled with descriptors like instructional design and instructional systems design (Wikipedia, Instructional Design, 2010) each carrying multiple definitions. For many people, definition of the field is associated with the instructional media used. This was particularly true in the early part of the twentieth century. Even as I started school in the middle 1950s, somewhat primitive audio-visual tools were prevalent. Instructional films, slide shows, mimeographed handouts, and later, recordings, were used in our instruction. In many cases, these tools were viewed not as key resources in the learning process, but as just a

nice change to the usual instructional presentations. However, even then, to slightly alter Marshal McLuhans famous saying, the medium was already becoming part of the message. World War II significantly impacted instructional design and technology. Labor shortages generated a need for a way to quickly and efficiently train replacement factory workers (Wikipedia, Instructional Technology, 2010). This set in motion the evolutionary transition of the field, from a focus on instructional media, to a view of the field as more of a process. Increasingly over time, the emphasis shifted from instruction to learning. The remaining years of the 20th Century saw a continued move toward a definition that viewed the field as a systemic and systematic process; as a way of looking at instructional problems and examining feasible solutions (Reiser, & Dempsey, 2007, p.2). Definitions of the

DEFINING INSTRUCTIONAL DESIGN AND TECHNOLOGY

field also began to include elements of research as well as addressing human performance issues in the workplace. Because of my experience and background, I am much more comfortable with the later characterizations and definitions of the field. My perspective is particularly influenced by the experience I gained as a training officer during my military career. Throughout the Department of Defense, the ADDIE model (assessment, design, development, implementation, and evaluation), has been adopted as the standard approach to training. Although named differently by the respective services, each follows the same standard process in their training cycles (USMC manual, 2004, p. ii). Though I cant say I ever actually thought about the field of instructional design and technology, prior to beginning this program, I will offer that my views on the utility of training and learning expanded considerably around the end of the millennium. It was around then that I first became interested in the work done by the Gallup organization, on employee engagement and its impact on the financial performance of companies. After taking some training from Gallup, I was able to use techniques to build jobs and support systems around employee strengths, leveraging what this change could do to increase employee productivity and corporate success. This experience brought human performance, and in particular, electronic employee support systems, into focus on my professional radar. These two things now shape my view and definition of the field of instructional design and technology. Today, my definition of the field is as follows: The field of instructional design technology is defined as the processes of crafting modular learning, training, or support activities, which effectively and efficiently surmount or resolve identified deficiencies in required knowledge or performance. Included in the scope of this

DEFINING INSTRUCTIONAL DESIGN AND TECHNOLOGY definition is the development of tools and resources intended to answer employee questions at

the point they occur, and to provide instantaneous resources for expanding job information. Also included is the recognition that during the analysis and assessment phase of the instructional design and technology processes identified gaps in performance or learning, may be addressed by non-instructional actions.

DEFINING INSTRUCTIONAL DESIGN AND TECHNOLOGY

References Reiser, R. & Dempsey, J.V. (2007). Trends and issues in instructional design and technology (3rd ed.). Allyn & Bacon. Instructional design. (2010). Retrieved from: en.wikipedia.org/wiki/Instructional_design Instructional technology. (2010). Retrieved from: http://en.wikipedia.org/wiki/Instructional_technology U.S. Marine Corps Combat Development Command. (2004, June). Systems approach to training (SAT) manual. Retrieved from: http://www.mcu.usmc.mil/lejeune_leadership/LLI%20Documnets/SAT_Manual.pdf