Instructional Design in the 21st century is a hot topic. There are ever increasing pressures for corporations and institutions to place more of their training online. Online learning has been available for twenty years, yet the Quality of the instruction ranges from excellent to horrible. Instructional Design Quality for online programs must improve if we are to meet the demands of our learners in the next few decades. The reasons for this demand explosion are many:
- rapidly changing environments
- new instructional needs
- equivalence and access
Moller, Foshay, Wesley, Huett and Coleman (2008) discuss the needs of online instructional design in a 3 part series of articles for Tech Trends. Each part discusses three different sectors: training, k-12, and higher education. They discuss the need for a shift in Instructional Design towards a more Iterative Design framework, much like software development is using. Iterative Design uses a rapid prototyping methodology with high user (learner) interaction to develop quality learning models more quickly with better impact on learning and retention. This is especially true in corporate environments but directly influences K12 and Higher Ed as well.
Another vector in all of this as brought forward by Moller et al (2008), is that for web based learners to thrive they must learn to learn collaboratively. The lecture based learning methodology often trains the learner to expect isolated and directed training moments. As we move to improved design we must teach our students to learn on their own and in groups.
Yet another vector is the concept of equivalence (Simonson, 2000). Are all of the avenues of learning specific objectives providing the same level of effectiveness? This concept leads us to look at the effectiveness of all learning objects and their impacts on learners. Will they achieve the same behavioral and conceptual goals? This shows the need for change in approach to learning online. Not that face to face and online must be the same but that they are equivalent in learning.
References:
Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, 52(5), 63-67. doi:10.1007/s11528-008-0199-9.
Moller, L., Forshay, W., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, 52(3), 70-75. doi:10.1007/s11528-008-0158-5.
Moore, G. (1965). Cramming More Components Onto Integrated Circuits. retrieved from ftp://download.intel.com/museum/Moores_Law/Articles-Press_Releases/Gordon_Moore_1965_Article.pdf
Simonson, M. (2000). Making Decisions: The Use of Electronic Technology in Online Classrooms. New Directions for Teaching & Learning, (84), 29. Retrieved from Academic Search Complete database.
In response to Tom
ReplyDeleteI think that you hit the nail on the proverbial head when you stated that We must also consider that learners must know how to learn and develop the self-efficacy required to be self guided learners". It is so important when designing courses and instruction that instructors include a training course to help students become acclimated to the online atmosphere and to help train them to becoming self guided learners. I think that anyone involved in distance education has to have an internal motivation for learning because it is so easy to not do the assignments or read the course work because there is no professor that you have to look in the eyes when you tell them you do not have your work.
Great post!
Hi Tom,
ReplyDeleteWould you say that one of the reasons that iterative design has not been adopted "wholesale" is the need for an ID to be on staff at all times for continuous development? It's like a chicken and egg scenario: we need an ID on staff but it costs money. If we don't have money, we can't have the ID on staff. But, at the same time, without the ID we can't move forward with our development process and, thus, make more money.
K-12, Higher Ed, and Industry will all look at the problem differently. I, personally, don't think a single process will work for all of these arenas.
Your thoughts?
April
@April - Iterative Design in software development hasnt been adopted wholesale yet either. Much of it has to do with the concept that the development is never "done," there are just features that are continuously developed and released. For iterative design purposes this would mean that each of the courses would be in a state of release cycles. The only way to manage this would be to have ID's on staff, otherwise the faculty would have to manage the constant changes. I know faculty who have taught the same course for 10 years with only minor changes. I think that ID as a discipline will have to become respected as a necessary skillset in order to command higher salary.
ReplyDelete@Jami - Self-efficacy is the key point to learning online. I think that people have to trust that they can navigate, post, and make decisions based on the materials they interact with online. The intrinsic motivation to learn semi-independently must be there, then the self-confidence and self-efficacy must be present to excel.
Tom,
ReplyDeleteVery insightful post. Having been an instructional designer, I agree with your evaluation, however in your response to April you mentioned course being taught over a period of time with only minor changes. Most ID people I know in higher education are not given that responsibility. That lies with the subject matter expert (the instructor). It is a common practice in higher education is that courses are revised on a timetable or when a textbook is revised. It's interesting because I was taught to evaluate after each lesson and make notes for the next semester (Demming's continuous improvement).
Also in your post you mention interactivity for the learner. I agree, but it should be meaningful interactivity. All too often I experience interactive instruction that the only interaction is click to advance a slide. As educators, we need to make sure that interactivity aids or produces effective knowledge transfer.
I also hope that as we move towards utilizing additional media for learning, instruction designer will have more input in course structure and assessments.
Bob Streff