This document provides an overview of an instructional technology course. It outlines three major sections on theory, practice, and application. The theory section will cover the history and definitions of instructional technology, design models, and how people learn. It will also introduce the Association for Educational Communications and Technology. The practice section focuses on current issues, trends, and integrating web tools into learning modules. The application section addresses needs analysis, instructional design evaluation, and computer-based training.

1. Introduction to SEPS 789/889 –
Instructional Technology in
Education and Training
Dr. Virginia R. Jones
vrjones@odu.edu
434-579-5174

2. Overview and welcome!
 Syllabus
 Class overview
 Introductory discussion board thread

3. Three major sections
Theory Section
 1. History and Definitions
 Articles
 AECT
 Design Models
and How People Learn
 Start a reflection journal
 2. Practice Session
 Current Issues and Trends
 Web 2.0 Tools Integration into
Learning Modules
 3. Application
 Needs, Tasks Analyses
 Instructional Design Evaluation
 Computer Based Training (CBT)

4. Part 1 Definitions
AECT (Association for Educational Communications and Technology_
 Instructional Technology is the theory and practice of design,
development, utilization, management, and evaluation of processes
and resources for learning (1994).
Revised in 2008
 Educational technology is the study and ethical practice of facilitating
learning and improving performance by creating, using, and managing
appropriate technological processes and resources.

5. Of design, development, utilization, management, and evaluation ... refer to both areas
of the knowledge base and to functions performed by professionals in the field. ...
Processes are a series of operations or activities directed towards a particular result. ...
Resources are sources of support for learning, including support systems and
instructional materials and environments. ...
The purpose of instructional technology is to affect and effect learning (Seels & Richey,
1994, pp. 1-9).

7. History
https://youtu.be/t5_v9Aqb9XA

8. Historical underpinnings to ID
Concepts to remember:
 Audio-visual technology (1920s and 30s) gradually became “instructional technology.”
 Computers in the 80s changed the delivery mode of education
 The introduction computers in schools and the Internet  revolutionized
instructional technology (active learning and teaching)
 The importance of technology in instruction is obvious (today’s is seamlessly integrated)
 Technology is a systematic application of scientific or other organized knowledge to
practical tasks
 Instructional technology – application of learning theory and emergent technologies in
solving instructional and performance problems
 Consider Dale’s Cone of Learning when selecting suitable technologies for instruction
 Think of how to add value to learning by increasing pedagogical richness

10. The Essentials of Instructional Design:
Connecting Fundamental Principles with Process and
Practice (2nd edition) Brown and Green (2011)
 Chapter 1
 The Discipline of Instructional Design
 Consider these questions as you read the chapter and think about they apply to you and
your educational background:
 What is an instructional designer?
 What is an instructional design/development model?
 How has general systems theory affected instructional design?

11. Instructional Design
 A process
 A discipline
 A science
 A reality

12. Models of Instructional Design
 Systems approach
 Dick and Carey – classic example of systematic development

13. Kemp, Morrison, and Ross’s ID Plan
– 9 elements –do not have to be sequential

14. Merrill’s Pebble-in-the-Pond Model – content before
objectives

15. Successive Approximation Model (SAM)
emphasis on iterative nature of process
Evaluate design develop = agile learning
design

16. ADDIE – Analyze, design, develop, implement, and evaluate.
Illustration of essential steps of ID process.

17. Designing
 Professional Instruction design
 College
 K-12
 Nonacademic
 Traditional Approaches
 General Systems Theory (GST)
 Nontraditional approaches
 ISD – instructional systems design – behavioristic theory
 Eclecticism and Postmodern Approaches
 Four societal factors
 Rapid prototyping

18. Consider how this applies to ID

19. Summary of Chapter One
Instructional designers must create instruction with as well as for others!
Throughout the ID process you must assemble information, ask questions, synthesize
material and solve problems.
ID combines logic and scientific methods to problems involved in designing,
developing, and delivering instruction.
Just as with any educational process, you must then check your understanding and
confirm your work