Four Generations of Instructional Design

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Four Generationsof Instructional Design
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Definitions of instructional design

• Applied educational psychology. Walt
  Dick, 1990
• As Winn Snyder in Chap 5 of Jonnassen, suggest
  ID is good decisions, is the act of selecting
  well from options.
• ...science of creating detailed specifications
  for the development, evaluation and maintenance
  of situations which facilitate learning.
  Richey, 1986
• ...entire process of analysis of learning
  needs... delivery system to meet needs.
  Briggs, 1977

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Historically ID is about

• The stiffening and systematization of curriculum
• Attempts to go beyond atheoretical curricular
  activity of teachers where they intuitively
  selected lessons and activities out of the air
• Primary roots in educational psychology,
  grappling with topics like
• -effects of media on learners
• -motivation and attitude
• -confidence and persistence

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Definition of ID

• According to Rita Richey, ID is uniquely American
  in its pragmatism and in its belief in taming
  that which is difficult to tame. Focus on
  solving problems and on generating prescriptions
  that can be replicated and managed.
• -attempts at orderliness, defined purposes and
  repeated activities
• -where output from one phase serves as input for
  the next
• -based on studies seeking to find patterns of
  effectiveness, predictability, if we do this,
  then this will happen

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Common attributes of ID

• defined systems
• defined interaction between components and belief
  in naming and managing and repeating elements
• assessment
• qualitative and quantitative means
• formative, summative and cost studies
• root cause analysis (Peter Senge, Robert Mager,
  Tom Gilbert, Joe Harless) for the purpose of
  defining solutions. Transcends habits about means

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Common attributes of ID

• defined process
• from algorithmic to heuristic procedures
• Learning theories
• born to apply ed psych and theory to WWII
• generations reflect these changes in theory
• Evolving role of the developer, to serving as an
  expert creator of assets and systems
• historically, the teacher authors lessons
• movement to SMEs paired with ID experts,
  according to Tennyson and Foshay
• eventually automation will enhance move back to
  teachers and SMEs
• What does Mike Allen say about this?

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1st Generation ID

• Analysis focused on breaking content into small,
  testable components and creating instruction that
  reduced errors on part of learner and quickly got
  them to narrow, visible goals
• Goals are articulated in behavioral objectives,
  which are neatly evaluatable
• Reliant upon Skinner and behavioral psychology
• Looking askance at subjectivity and thought.
  Cognitivism emerges in response!

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www.quia.com
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2nd Generation ID

• Response to accountability movement of '60s
• More focus on evaluation and needs assessment a
  checklist http//www.e-learningguru.com/articles
  /art3_7.htm
• Birth of ADDIE sufficiently complicated that it
  developed need for formal training in it
• - job/task analysis (Branson, Merrill)
• - first edition (Fleming and Levie)
• - sequencing learning intentions (Dick Carey)
• ID teams

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• Is ADDIE instructional design?
• What does ADDIE do for us?What are some
  proclaimingditch ADDIE?

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http//learn.caim.yale.edu/hhmi/public/overviewsp.
html
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3rd Generation ID

• By late 70s and early 80s, expectations about
  following fairly rigid ID2 rules.
• Yet marketplace wanted simplicity and SPEED-
  demand for IDs who adapt, adjust, tailor
• ID as heuristic process
• More interest in authenticity, problems,
  inductive (constructivist) approaches
• Cynicism regarding power of courses and
  instruction-- more cause analysis, real interest
  in systems ----gtbirth of PT (systems), interest
  in OD, cognitive distribution (PSTs, for example)

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These tools present factors to rate and rank.
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Additional detail is available for recommended
breeds
Results The tool moves the prospective owner
from 185 breeds to just a few.
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4th Generation ID

• Shift from definition of learning as change in
  behavior to definition of learning as shift of
  material from STM to LTM
• Dominance of cognitive psychology
• representations of SM through schema (mental
  models, abstractions, networks, change to
  represent experience). Think about Ausubels
  advance organizer.
• dual coding theory- pix and words enhance
  retention
• focus on context and situations. Leading to more
  exploration of environments and more group and
  PBL oriented exercises.
• focus on elevating skills to expertise. Think
  about driving. Think about how you now do
  analysis and how you will do it, as time goes by.

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4th Generation ID

• Duffy Cunningham (Jonnassen, 96) social
  construction of meaning (yup, social
  constructivist)
• Rejecting hierarchy, opposed to objectivist view
  of knowledge as something to be acquired, focus
  on tangle of nodes of interactions and
  understanding constructed by participants
  together, by negotiating.
• Knowledge as consensus of beliefs learning is
  demonstrated by contributing to the community
• Cognitive apprenticeship favored if democratic,
  decenter the master!
• More interest in learner exploration, control,
  and dialogue and reflection ---gt constructivism.
  Grabingers REAL?

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Real problems, tasks,teams, and outcomes
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4th Generation ID

• Technologies are key feature in ID4
• - power of media to enable learner control and
  choices
• - use of media to create complex and textured
  experiences
• Blends of education and information, just in
  time, via the internet.
• Consider the 3 ages of ID described by Winn
  Snyder from instructional design to
  message/product design to the design of shared
  and systemic blended environments.

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Gripping, involving, dramatic learning
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4th Generation ID

• Please visit Colonial Williamsburg and experience
  isodynamics online lesson. What generation?
  Why? Do you like it?
• 2. Look at the table on the next page. What
  generation do you see here? Why?

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