EDIT6100 Spring 2005 - Online
- Course Objectives
- Syllabus
- What is Instructional Technology?
- What is Technology?
- How do we learn?
- How do we teach?
- What jobs can Instructional Technologists get?
- Class Assignments
- Readings
- Resources
- Exam
- Grading
Course Objectives [top]
At the end of the course, students should be able to produce a thoughtful, informed definition of the field. This will include its scope (what IT encompasses, where IT is practiced), its elements (instructional design, learning theories, learning technologies), its history (from WWII and behaviorist principles to the digital revolution and constructivist principles), its recurring issues (i.e., the digital divide, the relation between technologies and learning theories, the problems and potential of distance education, media comparison), its prominent practitioners, its possible futures, and something of how the field's issues fit within a broader philosophical and historical context.
What is Instructional Technology? [top]
-
Definitions
- The use of technology (computers, compact disc, interactive media, modem, satellite, teleconferencing, etc.) to support learning.
Dr. Diane Erlich
- Instructional technology is the systemic and systematic application of strategies and techniques derived from behavioral , cognitive , and constructivist theories to the solution of instructional problems.
Instructional technology is the systematic application of theory and other organized knowledge to the task of instructional design and development.
Instructional Technology = Instructional Design + Instructional Development
"Training and Instructional Design", Applied Research Laboratory, Penn State Univ.
- Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of process and resources for learning.
Barbara Seels. Rita Richey. Instructional Technology: The Definition and Domains of the Field. 1994
- Instructional technology is a continually growing field of study and practice utilizing technology as a way of distributing instruction to dispersed learners.
Word IQ
- Instructional technology is just what it sounds like: using computers, CD-ROMs, interactive media, modems, satellites, teleconferencing, and other technological means to support learning.
Funderstanding
- Instructional technology can be defined in two ways. In its more familiar sense, it means the media born of the communications revolution which can be used for instructional purposes alongside the teacher, textbook, and blackboard. The second and less familiar definition of instructional technology goes beyond any particular medium or device. In this sense, instructional technology is a systematic way of designing, carrying out, and evaluating the total process of learning and teaching in terms of specific objectives based on research in human learning and communication, and employing a combination of human and non-human resources to bring about more effective instruction.
"A Report to the President and the Congress of the United States by the Commission on Instructional Technology."(Washington, DC: US Government Printing Office, 1970)
- Instructional technology is the research in and application of behavioral science and learning theories and the use of a systems approach to analyze, design, develop, implement, evaluate and manage the use of technology to assist in the solving of learning or performance problems.
Tom Cutshall
- Instructional Technology (IT) is a field concerned with improving the efficiency and effectiveness of instruction.
IT involves:- designing instruction (including all the phases of activity from needs assessment to evaluation)
- applying learning theory to instructional design
- selecting delivery systems and designing techniques for a given delivery system
- assessing human characteristics
- conducting process and product evaluation
- managing change and adopting innovations
- building teams and managing projects
- integrating instruction with other factors that influence human performance
- implementing delivery to reach learners when they need it
- using technology in support of the development and delivery of instruction
Wayne State University College of Education
- " ... it is possible to see that meaning [of IT or ET] depends considerably on what part of the elephant is being touched and by whom" .
Gentry, C.G. (1987). Educational technology: A question of meaning. In G.J. Anglin (Ed.), (1995), Instructional technology: Past, present, and future (2nd ed.)
- The use of technology (computers, compact disc, interactive media, modem, satellite, teleconferencing, etc.) to support learning.
What is technology? [top]
- Terms:
- tool
- technology
- homo habilis
- terminal vs instrumental
- Luddite
- geek
- Questions:
- Is there anything that could never be considered a tool?
- What, if anything, distinguishes physical and mental tools?
- Are ideas tools? If so, what/who is using them?
- What is the difference between tools and technology?
- Can you imagine humans without tools?
- What is an educational tool? An educational technology?
- Themes:
- Plus ça change...
- Identity
How do we learn? [top]
- Terms:
- Andragogy (Knowles)
- Behaviorism (Skinner)
- Cognitivism
- Cone of experience (Dale)
- Constructivist theory (J. Bruner) [more...]
- Instructivism [more..., more...]
- Cognitive flexibility (Spiro)
- Conditions of learning (Gagne)
- Connectionism (Thorndike)
- Experiential learning (Rogers)
- Information processing theory (Miller)
- Multiple intelligences (Gardner)
- Situated learning (Lave)
- Social learning theory (Bandura)
- Questions:
- What's the best learning experience you've ever had, and why was it good?
- What are the minimum necessary conditions for learning?
How do we teach? [top]
- Activity Theory (Vygotsky et al)
- ADDIE
- Anchored Instruction (Bransford)
- ARCS (Keller)
- Cognitive Apprenticeship (Collins, Brown, Newman)
- Cognitive Flexibility Theory (Spiro et al)
- Comparative Models
- Computer Supported Collaborative Learning (CSCL)
- CSILE Computer Supported Intentional Learning Environments (Scardamalia and Bereiter)
- Concept Mapping
- Dick and Carey Model
- Discovery Learning (Bruner)
- Events of Instruction (Gagne)
- Generative Learning
- Goal based scenarios (Schank)
- How to write learning objectives (UW)
- Instructional Design
- Instructional Systems Design
- Montessori Approach
- Problem based learning
- Schema theory
- Situated Cognition
What jobs can Instructional Technologists get? [top]
- From the University of Virginia School of Education:
- From the Coastal Carolina University Spadoni College of Education:
- From the University of South Florida College of Education:
Class Assignments [top]
- Keep a blog
- Join ITForum
- Make a team presentation about a learning theory.
- Make a team presentation about an instructional design model.
- Make a presentation about a leader in the IT field. [more...]
- Make a team webquest.
Readings [top]
- The Proper Way to Become an Instructional Technologist Lloyd Rieber
- The Field of Educational Technology: Update 2000 Donald Ely
- ITForum discussion April, 2004 re: 'learning architect'
- Instructional Design and Learning Theories Mergel
- Survey of Instructional Development Models Eric Plotnick
- The Great Media Debate
- Media Comparison Research Joseph Herman McCall
- Computers Make Kids Smarter-Right? Heather Kirkpatrick and Larry Cuban
- Impact of Media Technology in Schools Tom Reeves
- Emerging perspectives on teaching, learning and technology Michael Orey
- Technology to Support Learning from How People Learn(page through 194-218) Bransford, Brown, and Cocking
- The Computer Delusion Todd Oppenheimer
- Attack on ISD
Supplemental Readings
- The Future of Learning Technologies: An Interview with Chris Dede James Morrison
- Survey of Instructional Development Models Eric Plotnick
- Reasons for Bringing Technology into Schools
- Distance Learning, the Internet, and the WWW Sandra Kerka
- Evaluating Online Educational Materials for Use in Instruction Robert M. Branch, Dohun Kim and Lynne Koenecke
- The World Wide Web: A Technology to Enhance Teaching and Learning? Ronald D. Owston
- E-Trainer Evolution Allison Rossett
- A Model to Guide the Integration of the WWW as a Cognitive Tool in K-12 Education Tom Reeves
- Everett Rogers' Diffusion of Innovations Theory Beth Hummel
- Learning, technology, and education Trilling
- No cliche left behind Chris Dede
- Six challenges for educational technology Chris Dede
- Storm Clouds on the Digital Education Horizon Tom Reeves
- Digital Diploma Mills David F. Noble
- Digital Diploma Mills: A Dissenting Voice Frank White
- Media Comparison Research Joseph Herman McCall
- The Media Education Elephant Kathleen Tyner
- Reconceptualizing the digital divide Mark Warschauer
Resources [top]
- Blogger
- ITForum
- Horizon Wimba
- Theory Into Practice Database
- Ed Tech Encyclopedia
- Instructional Design Approaches
- Instructional Design Models
- Internet Sites Educators
- InTRO
- IT Connections
- IT Journals
- IT Web Resources
- Learning Theories Comparison
- Merlot
- stock.xchnge (free stock images)
- US Ed Tech Resources
- WebQuests (Bernie Dodge)
- WebQuests (Spartanburg County School District)
- Who's Who in IT
Syllabus [top]
Jan11 | Jan 18 | Jan 25 | Feb 1 | Feb 8 | Feb 15 | Feb 22 | Mar 1 | Mar 8 | Mar 22 | Mar 29 | Apr 5 | Apr 12 | Apr 19 | Apr 26
- Introductions
- First pass at definition of IT
- Photos
- Team formations
- Blog creation
- Joining ITForum
- Horizon Wimba
- Overview of field: What is IT?
- Exploring Horizon Wimba
- Discussion: What is technology?
- Assignment 1 due: Create a blog (send me the address)
- Assignment 2 due: Join ITForum
- Reading due: Rieber, The Proper Way to Become an Instructional Technologist
- Reading due: Ely, The Field of Educational Technology: Update 2000
- Reading due: Review the April, 2004 ITForum discussion about the term 'learning architect'
- Preparing: Teams go to breakout rooms and decide which learning theory to present next week
- Resource: Theory Into Practice Database
- Offline: Teams work on Assignment 3.
- Discussion: How do we learn?
- Assignment 3 due: Make PowerPoint team presentation about a learning theory.
- Exemplary and not so exemplary learning experiences
- Go to breakout rooms, prepare PP, email and present
- Reading due: Mergel, Instructional Design and Learning Theories
- Offline: Divide into pairs alphabetically (that is, Ann and Bob, Carol and Diane, Eddie and Fred) and figure out something that each of you could teach the other. Make a short, informal plan for how you would go about doing that.
-
Topic: How do we design instruction?
- Report on partner project.
- What did you decide to teach your partner?
- Go to breakout rooms in groups of four, have one member prepare a PP about the group ’ s experiences, email to me, then one person will present finding.
- Discuss variety of approaches presented. Relationship between type of learning (learning outcomes, goals) and instructional process?
- Gagne and the five categories of learning outcomes
- Intellectual skills: how to do something of an intellectual nature (identifying a rhyme scheme in a poem, solving a quadratic equation)
- Cognitive strategies: domain specific as well as more general strategies for thinking, learning, and problem solving (do what you know, then re-examine the problem; induction)
- Verbal information: declarative knowledge ( Atlanta is the capitol of GA)
- Motor skill: How to do something with you body (ride a bike, skip rope)
- Attitude: positive or negative reactions to something (profound respect for teachers, perhaps)
- Gagne ’ s Events of Instruction
- Gaining attention
- Informing learner of the objective
- Stimulating recall of prerequisite learning
- Presenting the stimulus material
- Providing learning guidance
- Eliciting the performance
- Providing feedback about performance correctness
- Assessing the performance
- Enhancing retention and transfer
- Overview of the ID Process: ADDIE
- Analysis
- Design
- Development
- Implementation
- Evaluation
- ISD: Dick and Carey
- determine instructional goal — what do you want learners to be able to do when they have completed the instruction?
- analyze the instructional goal — a step-by-step determination of what people are doing when they perform the goal and what entry behaviors are needed
- analyze learners and contexts — context in which the skills will be learned and the context in which the skills will be used
- write performance objectives — specific behavior skills to be learned, the conditions under which they must be performed and the criteria for successful performance
- develop assessment instruments — based on the objectives
- develop instructional strategy — identify strategy to achieve the terminal objective; emphasis on presentation of information, practice and feedback, testing
- develop and select instruction —using the stated strategy produce instructional materials
- design and conduct formative evaluation — testing of instructional materials in one-to-one, small groups or field evaluations so that the materials can be evaluated with learners and revised prior to distribution
- revise instruction data from the formative evaluation are summarized and interpreted to attempt to identify difficulties experience by learners in achieving the objectives and to relate these difficulties to specific deficiencies in the materials
- summative evaluation — independent evaluation to judge the worth of the instruction
- Systems vs Environments: Opening up the idea of learning and instruction
- Instructivism vs Constructivism
- ID models and theories
- Reading due: Plotnick, Survey of Instructional Development Models
- Offline: Teams work on Assignment 4.
- Report on partner project.
- Assignment 4 due: Make PowerPoint team presentation about an instructional design model.
- Discuss comparisons with your ID model and Dick & Carey's model.
- Breakout rooms to prepare for media comparison debate
- Teams engage the Great Media Debate
- Reading Due: McCall Media Comparison Research
- Reading Due: The Great Media Debate
- Discuss: Technology and Learning v. Technology and Instruction
- Reading Due: Kirkpatrick Computers Make Kids Smarter-Right?
- Reading Due: Reeves Impact of Media Technology in Schools
- Introduce Avatars:
- Instructional Designer
- Will design instruction for food.
- Corporate Trainer
- Don't bother me with theory. I've got to get the sales force up to speed by the end of this quarter.
- Cognitive Scientist
- Computers + Internet + Constructivism = New paradigms for learning. Let's rock and roll!
- Elementary School Teacher
- Johnny's throwing spitwads and Samantha put the trash can on her head. Tell me again what I'm supposed to do with the two computers at the back of the room?
- College Professor
- I've got tenure to worry about! Now you want me to learn how to use Flash?
- Poor American
- I saw a computer at the library the other day...
- Gifted Student
- Get out of my way! I finished that assignment last night and now I'm programming a self-replicating nanobot. Good thing I rely on interfaces and not meat faces to teach me something.
- Parent
- Frankly, I don't trust the Internet.
- School Principal
- I've put in a computer lab. Is there anything else we need?
- Poor Developing World Person
- Instructional technology = chalkboard
- Behaviorist
- Computers offer the possibility of more control over the conditions of learning. For instance, by inserting this simple electric prod into the keyboard...
- Rural Student
- The Internet saved my education. The local podunk high school didn't offer French, but now, je suis très chic. Zut.
- Home School Student
- I need to be up to date with computers. They help me access the resources that public schools enjoy.
- Luddite
- Briefly, did Socrates need a computer? How about Einstein? Newton? Your granny?
- Media Specialist
- My job is now impossible. Instead of recommending and cataloging books, I have to help all the teachers learn how to use their software. For this I went to library school?
- US President
- Uh, a leader has to, you know, be... uh... consistently firm about computers in the, uh, schools.
- CEO
- Gotta train those workers cheaply. More computers means fewer trainers to hire. Computers don't have a union do they?
- Philosopher
- Can you even explain what you mean by the word 'technology'? I thought not.
Mar. 1 - Mar. 7
- Instructional Designer
- Class meets asynchronously: Send at least five original postings to the listserve related to education/instruction and technology, and make at least three responses to selected postings by other students.
- Listserve address: edit6100-l@listserv.uga.edu
- Reading Due: Orey Emerging perspectives on teaching, learning and technology
- Reading Due: Bransford Technology to Support Learning from How People Learn
Mar. 15 No Class--Spring Break
- Assignment Due: Presentations about Instructional Technologists
- Assignment Due: Presentations about Instructional Technologists
- Discuss WebQuest assignment
- What's wrong with IT?
- Readings due: The Computer Delusion Todd Oppenheimer
- Readings due: Attack on ISD
- Assignment Due: WebQuest presentations
Exam [top]
- How many instructional technologists does it take to change a light bulb? (Write an essay that presents your understanding of the field of Instructional Technology. )
Grading [top]
Effort will go a long way in this course. Creative risks will be rewarded. Cooperative team work will be essential.
TASKS |
POINTS |
Post a weekly response to online readings on your blog, attend class, actively participate in discussions in class and online, and promote kindly good humor. |
15 |
10 |
|
10 |
|
30 |
|
| Prepare a PowerPoint presentation about a practitioner in the field of instructional technology. |
20 |
15 |
|
TOTAL |
100 |
A = 90-100; B = 80-89; C = 70-79; D = 60-69; F = Below 60