Post Card Quiz

Alicen Hoy

Table of Contents
SLIDES 3-4: History of Instructional Design SLIDES 5-6: Definition of Instructional Design SLIDES 7-8: Systematic Approach SLIDES 9-10: Instructional Design Models SLIDES 11-12 : Gerlach and Ely Model SLIDES 13-14: Heinich, Molenda, Russell and Smaldino Model SLIDES 15-16: Newby, Stepich, Lehman, and Russell Model SLIDES 17-18: Morrison, Ross and Kemp Model SLIDES 19-20: IPISD Model SLIDES 21-22: Gentry Model SLIDES 23-24: Constructivism SLIDES 25-26: Empiricism SLIDES 27-28: Behaviorism SLIDES 29-30: Information processing theory SLIDES 31-32: Instructional Design and Educational Technology SLIDE 33: APA Style Citations

History of Instructional Design

Instructional design got its start during the World War II era with the nations desire to effectively train the military. After the war, experts continued their training and research in various other areas of instruction and groups such as the American Institutes for Research were founded. Criterion testing was developed during the 1960s which focused on measuring students against themselves instead of against the rest of the population. The 1970s saw a growth of instruction designs in the areas of graduate programs, military, business, industry, and internationally as well. There was a redirection and refocus on instructional design within the education realm during the 1980s which ushered in the change and focus on technology for instruction during the 1990s and the use of the internet and long distance learning that is popular today (Reiser, 2001)

The picture that I included represents the change that has occurred within instructional design over the past 70 years. With an ever-changing society and world, instructional design with continue to change shape and form as time continues.
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Definition of Instructional Design

Instructional design is based on designers taking their knowledge of learning (how people learn, popular principles in learning, etc.) and applying that knowledge to plans for developing instruction, resources, and guides. Instructional design is based on designing the instruction, not necessarily creating it as well (Reiser, & Gagan, 2005). The visual that I included represents creativity. Creativity is a key point in instructional design. So many factors need to be assessed and analyzed in order to make learning successful that creativity is a must as well when designing a learning program.

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Systematic Approach
Systematic means that there is order and planning that is occurring. With teaching, everything must be systematic. In instructional design, planning needs to be systematic but needs to focus on continually analyzing the situation, creating a strategy, and evaluating the progress. If those three aspects are not included in an instructional design program, it is doomed for failure. They all work together and continually need to be referenced for adequate learning to occur (Reiser, & Gagan, 2005). The visual I included shows a systematic approach to a problem through the use of a flow chart. The flow chart shows that the instructor is planning, reassessing, and laying out the situation at hand.

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Instructional Model
Instructional models are useful to instructional designers because models help to simplify larger ideas. There are so many theories and ideas about learning and instruction that models help to pinpoint the thinking and planning when designing instruction. Models show us what topics are important in planning, what direction we should take in planning, and what steps are needed in order to plan effectively (Gustafson, & Branch, 2002).

The picture I chose shows someone trying to plan his next direction to take. Instructional models form the direction map for designers when planning out their instruction.

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Gerlach and Ely Model

Vernon S. Gerlach and Donald P. Ely created their instructional design model in 1980. The model starts with content and objectives being specified. Gerlach and Ely preferred to have the objectives established first; however, they understood that most educators consider both objectives and content simultaneously. The model continues with the assessment of the behavior of the learners followed by analyzing the learning environment in five simultaneous steps. The model ends with an evaluation of the performance and analysis of the feedback (Gustafson, & Branch, 2002).

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Heinich, Molenda, Russell and Smaldino Model

Sharon E. Smaldino, James D. Russell, Robert Heinich, and Michael Molenda created the ASSURE model in 1999. It includes five basic steps that are completed in order. Designers need to analyze the learners, state the objectives, select the media and materials to be used, develop a plan for utilizing the media and materials, provide instruction that requires learner participation, and evaluate and revise the plan as needed. The ASSURE model is the model that is currently used in many college classes where instructional design/education is taught and supported. Because of the models focus on media and the learning environment, the model is easy to understand and apply for most classroom teachers (Gustafson, & Branch, 2002).

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Newby, Stepich, Lehman, and Russell Model

T. J. Newby, D. A. Stepich, J. D. Lehman, and J. D. Russell created the model in 2000. The model focuses on the creation and implementation of learning by the same person or small group and also includes the use of media and technology within that instruction. The three phases that are included in the model are planning, implementing, and evaluation (PIE). The creators of the model argue that the model shifts learning from teacher-centered to learner-centered (Gustafson, & Branch, 2002).

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Morrison, Ross and Kemp Model

Gary R. Morrison, Steven M. Ross, Jerrold E. Kemp created the model in 2001. The focus of the model is the planning of curriculum from the focus of the learner rather than the content. The group believes that instructional design is always moving and changing with revision constantly occurring in the planning and initiation of the content. There is no specific order to which the model follows but instead flows in a circuitous pattern (Gustafson, & Branch, 2002).

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IPISD Model
The Interservice Procedures for Instructional Systems Development (IPISD) model was developed as a joint effort of the military services within the United States. The model was created because the military wanted to develop instruction that was both effective and rigorous. The various levels included in the model are analyze, design, develop, implement, and control. Because the model is designed to be implemented in the military, it has a very detailed in the steps that are to be utilized during the instructional design process. However, it also contains a narrow focus when looking at instruction and can only be worked through in a linear manner (Gustafson, & Branch, 2002).

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Gentry Model
Castelle G. Gentry created the Instructional Project Development and Management (IPDM) model in 1994. The main focus of the model is to pay attention to what needs to occur as well as how it needs to occur in an instructional design project. Gentry intended the model to be used by graduate students, those that were developing various forms of instruction, and teachers. The model focuses on the importance of sharing of information between the development and supporting components of learning. Communication is key in the model (Gustafson, & Branch, 2002).

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Constructivism
Constructivism falls under the larger umbrella philosophy of rationalism. Those that follow this philosophy in education believe that reason is the source of knowledge and that reality is not learned but is constructed through life experiences. Jean Piaget is seen as the founding father of constructivism (Reiser, & Gagan, 2005). The picture shows a sign for a construction zone. Those that follow constructivism believe that our sense of reality is continually a construction zone as it grows and changes.

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Empiricism
Empiricism follows the thought that knowledge is acquired through various experiences. From the perspective of John Locke, humans are born with a tabula rasa, or a blank slate. As people experience various things, the blank slate begins to fill and knowledge is formed (Reiser, & Gagan, 2005). The picture shows a blank slate which is what empiricists believe humans fill with experiences and produce knowledge.

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Behaviorism
Behaviorism is a learning theory that focuses on peoples behaviors. The view states that the only thing that should be studied is a learners behavior and follows an extreme view of empiricism. The view also focuses on the impact that the learning environment has on the learner (Reiser, & Gagan, 2005). The picture represents behaviorism because a founding father of the movement was B.F. Skinner who worked on training animals to perform certain behaviors. One of the behaviors that he worked on was training rats to push a lever for food.

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Information-Processing Theory
The information-processing theory is focuses on how the brain processes various types of information in order to create knowledge. Theoriests do not see the structures of the brain that are used as something that is physical but merely a way to explain the learning process and the transformation of information that occurs in learning. The picture of the puzzle pieces being put together represents different types of information being pieced together or processed in the brain.

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Instructional Design and Educational Technology

As a history teacher, I know that many of my students do not want to enter my classroom because of the content. Therefore, I need to make it meaningful and interesting to them. One way that I am able to do that is through incorporating technology. In order to complete the goals and objectives needed in instructional design, I can use technology to help. Through things such as blogs, wikis, creation of presentations or websites, and computer surveys, I can quickly gather information and assess how my students are doing at achieve goals, standards, and objectives. Because I can obtain information quickly through technology, I am also able to quickly re-design information in order to help my students achieve the most. The picture shows something that you might see from the movie Matrix which was about the new uses of technology in our world. Technology will continually change and as that change occurs, our world will have to change as well. Instruction design is not an exception to that change.

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APA Style Citations

Gustafson, K, & Branch, R. (2002). Survey of Instructional Design Models: Fourth Edition. Syracuse, NY: ERIC Clearinghouse on Information and Technology. Reiser, R. (2001). A History of Instructional Design and Technology: Part II: A History of instructional Design. Reiser, R, & Gagan, T. (2005). Instructional Design: Third Edition. Hoboken, NJ: John Wiley & Sons, Inc.