Section 1: Defining the Field

1.    How do the definitions in the first chapter compare to your own definition of IDT?

I define IDT as a tool that is used to promote instructional procedures. I have always called it the 3 D’s. Design, Development, and Delivery of information used to enhance the learning process.

a.    What experiences or other influences have shaped your definition?

My experience as a Library Media Specialist has shaped my view and refined my definition of IDT.

Before working in my current job, When someone mentioned technology I automatically related it too the latest tech gadget, laptop, IPad, etc… Now when I think IDT I look at the bigger picture Example: How will the media be delivered in the classroom, what method will the faculty use, is there additional resources I can offer the faculty to make his teaching more effective, is there a database I can show him where his online students can gain access through e-college etc…  Now for me IDT takes on many forms of systematic processes all focused on the enhancement of student learning, because the main focus of my job is to supply media to faculty.

b.    How has your definition changed from examining the definitions in the first chapter?

After reading chapter one my definition hadn’t really changed but, I had not considered how much IDT had evolved. After reading chapter one which had sparked my interest in the history of IDT, I did some exploring and found a nice timeline which I have shared, if you click the timeline it enlarges nicely. I never thought about Plato’s dialogues, the inventing of the printing press or magic lantern as a part of IDT.

That being said, my definition hasn’t necessarily changed, but exploring the foundation of IDT has been fascinating and I would say the definition includes many more items too reference.

2.    Next think of a lesson or unit of instruction that you have developed. Or if you haven’t ever taught or developed instruction, think of one that you have received. How does that lesson adhere or fail to adhere to the six characteristics of instructional design?

Many of the classes I attended as an undergraduate were all taught using the same method. Most of the instructors used power point slideshows to cover the main topics, advised on taking notes, required textbook reading, gave periodic exams and some even lectured. There is one class that was different; the instructor worked to ensure the class was successful.

1.      Student centered - This instructor communicated throughout the course with each student thru email asking, if there was anything he could do to enhance your personal learning experience.

2.      Goal orientated – The instructor set goals weekly for learning course specifics.

3.      Focused on meaningful performance – The class worked on group projects as well as individual assignments for a cohesive learning experience.

4.      Outcomes and be measured – In this class you made a video showing what you had learned from the class.

5.      Instructional design is empirical, iterative, and self-correcting – Each student was required to present their video for peer review. Then suggestions were given for improvement, and a regular discussion about course topics was allowed.

6.      Team Effort – This class required you to work as a cohesive unit, a team where each student helped the other students.

A.   How would you redesign it to better adhere to the six characteristics?I hope to use this experience to influence my style of teaching, In this class most every student would tell anyone who ask “I learned more from this instructor ,than all of the others I have had so far” It was something we discussed as a class and added to the instructors evaluation at the end of the semester. I would not change much of the process if any.

1. In the 3rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why?  I believe they were excluded because Reiser states that historically teachers, chalkboards and textbooks have always been considered the primary source, (like the foundation of all classrooms) while instructional technology is secondary.

b. Would you consider teachers, chalkboards, and textbooks instructional media?  Yes

 c. Is the purpose of instructional design to incorporate media into instruction?  First, I wanted to define the meaning of media, media is the plural of medium, which in learning and training environments, is the means of communicating and transferring a learning concept or objective to another individual. Media are the replicable “means”, forms, or vehicles by which instruction is formatted, stored, and delivered to the learner (Schwen, 1977). I believe the purpose of instructional design is to incorporate whatever it takes to teach the student. The classroom is always evolving, the chalkboard is being replaced by the whiteboard; computers and the textbooks are being put on the internet, and sometimes are even being replaced by other materials. These are still a part of most classrooms, but are being phased out as more and more. The primary method of instruction is not the only way to deliver the instruction in the 21st century. Students have always learned in different methods, I would not say the purpose of instructional design is to incorporate media, but our society demands current technology in the classroom.  Many of the classrooms today are switching to the constructivist approach presenting the teacher as more of the facilitator of learning and not the direct source of learning.