Designing the Field

Section 1: Designing the Field

How do the definitions in the first chapter compare to your own definition of instructional or educational technology? What experiences or other influences have shaped your definition? How has your definition changed from examining the definitions in the first chapter of this book?

The definition that the author states will be used in this text provides a very detailed description of Instructional Design and Technology. I believe the thorough definition gives us something similar to a checklist that could be used to evaluate each of our instructional lessons for completeness.  I did find it interesting how the definitions have changed over the course of the field as technology became a bigger player in education.  

Reading the different definitions did not change my understanding of instructional of educational technology as much as the definitions just provided a clearer view of the vastness of the field.

Here is an interesting and enlightening look at the way technology has impacted education, specifically social media in the world of learning.

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? How would you redesign it to better adhere to the six characteristics.

This was an interesting section of the reading for me.  As a 5th grade math teacher, I am constantly working to evaluate my lessons for effectiveness and making adjustments based on my students' understanding and needs.  I believe I do a good job of adhering to the six characteristics that the author lists for designing instruction.  

One area that is most challenging for me is the sixth characteristic:  Instructional design typically is a team effort.  I am the only 5th grade math teacher on my campus, so I am having to learn to get off of my "island" and collaborate with other 5th grade math teachers in my district with similar student populations for ideas and input.

Looking at the student side of instructional design having a "team effort" piece, I do provide that for my students on a regular basis.  Student collaboration is a big part of my lessons and one of my favorite pieces to see in action.  My students enjoy working together, helping each other, explaining concepts in their own words, and even creating video tutorials for our grade level.  It is a bright spot in my day to hear one student explain a concept to another student and see that light bulb come on (even if they used the same words that I used to explain it), sometimes hearing the explanation from a peer is all that a student needs.  In this case, the benefit is two-fold because the one who is explaining is also deepening their own understanding of the concept by "teaching" it to another person.

In the 3rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why? Would you consider teachers, chalkboards, and textbooks instructional media? Is the purpose of instructional design to incorporate media into instruction?

Reiser chooses to exclude teachers, chalkboards, and textbooks from the definition of instructional media in order to have a way to compare and contrast the field from a historical perspective.  He states that "...in most discussions of the history of instructional media, the three primary means of instruction prior to the twentieth century (and still the most common means today) - the teacher, the chalkboard, and the textbook - have been categorized separately from other media.  In order to clearly describe the history of media, this viewpoint will be employed in this chapter." (p. 18) 

I absolutely do consider teachers, chalkboards, and textbooks part of instructional media.  In our text, these pieces fit the definition given of instructional media as being the physical means via which instruction is presented.  Media is a broad term that encompass so much more than just digital or print materials; in the case of instructional media, how would learners receive instruction without someone to deliver it?  Even in a distance learning or web-based learning environment, there is a teacher to guide the journey.  As far as a textbook and chalkboard being included in instructional media, I believe that they are a couple of tools that a good teacher will have in their arsenal of teaching tools.  They are not the end-all-be-all that they once were in the classroom, but they do still hold a place in content delivery.

Though the incorporation of media is a big part of the instructional design process, it is not the sole purpose of instructional design.  The purpose of instructional design is to prepare each part of a lesson in order to maximize learning and meet the objectives with your learners.