IDT Definition:
Instructional Design and Technology is a field of study that analyzes, develops, implements, assesses, and manages both instructional and non-instructional processes to enhance learning and performance while utilizing technological tools.
IDT HISTORY
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Key Influential Scholars
Ralph Tyler
Often regarded as the father of the behavioral objectives movement, emphasized the importance of defining learning objectives through observable behaviors (1934). While directing the Eight-Year Study, he found that most schools had vague objectives. By the end of the study, he demonstrated that behavioral objectives could clarify learning goals and serve as a foundation for evaluating instructional effectiveness. Tyler’s work significantly contributed to the field of Instructional Design and Technology by introducing a systematic approach to defining and assessing learning outcomes.
Benjamin Bloom
Gave behavioral objectives a second boost. In 1956, Bloom and his colleagues published Taxonomy of Educational Objectives, where they explained how learning outcomes in the cognitive domain could be categorized based on the type of behavior described. These outcomes were organized into a hierarchy, ranging from the simplest to the most complex skills. Their work emphasized that assessments should be designed to measure each type of outcome. This idea promoted a systematic approach to instructional design, demonstrating how objectives and assessments could align to support effective learning. Bloom’s contribution to the field of instructional design highlighted the importance of connecting learning objectives with assessments to ensure both align and measure the same levels of learning.
B.F. Skinner
B.F. Skinner advocated for a psychological approach to learning centered on behavior, asserting that learning could be understood, explained, and predicted through observable actions. He established the foundations of formative evaluations, which became instrumental in shaping instructional design.
From the mid-1950s to the mid-1960s, the Programmed Instruction Movement, influenced heavily by Skinner’s work, played a pivotal role in developing systems approaches to education. In 1954, Skinner published the influential article “The Science of Learning and the Art of Teaching,” sparking a revolution in educational methods. He proposed that instructional materials should present content in small, manageable steps, require active learner engagement, provide immediate feedback, and support self-paced learning.
Skinner’s contributions to the Programmed Instruction Movement significantly influenced instructional design by introducing principles that emphasized reinforcement, feedback, behavioral objectives, and structured practice. These foundational ideas continue to inform and guide modern instructional design practices, enhancing the effectiveness of teaching and learning.
Robert Gagné
Robert M. Gagné, a psychology professor and former research director for the U.S. Air Force during WWII, made significant contributions to education, military training, and industrial training. His work laid the groundwork for modern instructional design. In 1965, Gagné published The Conditions of Learning, where he introduced two key frameworks: the Five Domains of Learning Outcomes and the Nine Events of Instruction, both of which became foundational in the field.
The Five Domains of Learning Outcomes include verbal information, intellectual skills, psychomotor skills, attitudes, and cognitive strategies. These categories help instructional designers address various types of learning, ensuring a comprehensive approach to a learner’s development.
The Nine Events of Instruction outline a step-by-step process for designing effective lessons. These events create optimal conditions for learning by aligning instructional strategies with how learners process information internally.
Gagné’s frameworks remain vital in instructional design, guiding educators in building lessons that address diverse learning needs and maximize effectiveness.
Theories of learning
The roots of instructional design
Behaviorism
Behaviorism is a psychological theory focused on the study of observable behaviors. The behaviorism theory of learning states that learning occurs when individuals show changes in their actions or performance as a result of practice or repetition. It suggests that learning happens when a learner demonstrates the correct response to a given stimulus. In this approach, the learner reacts to environmental conditions. To maintain readiness to respond, consistent practice or review of the material is essential.
concerned with how information is received
Cognitivism
Like behaviorism, cognitive learning theory also “emphasizes the role that environmental conditions play in facilitating learning” (Ertmer & Newby, 2013, p. 51). However, it differs in its recognition of mental processes such as planning, goal setting, and organizational strategies. According to cognitive learning theory, learning occurs when information is stored in memory in an organized and meaningful way. The emphasis is on constructing meaning rather than passively responding to stimuli, with learners actively organizing and structuring information to build knowledge.
Meaning is created rather than acquired
Constructivism
The foundation of this theory is a compilation of views. Here, the learner is said to make their own interpretation of the environment and construct knowledge in the process. The theory states that knowledge is a function of how the learner creates meaning from their own experience. Instead of acquiring meaning, we create it, and thus not all people learn the same things in the same way.
concerned with instruction
Gagné’s Theory of Instruction
Gagné’s theory of instruction focuses on using what we know about learning to design effective instruction. The theory is structured around three components: a taxonomy of learning, internal and external learning conditions, and the nine events of instruction. Gagné’s theory also identifies five major categories of learning—verbal information, intellectual skills, cognitive strategies, attitudes, and motor skills. Each category is considered to facilitate instruction, depending on the content being taught.
Educational Philosophy
Reflection:
Just like marketing a product, understanding its purpose is key to creating an effective strategy. In instructional design and technology, we need to understand how learning occurs and how to integrate that knowledge into our processes. Instructional design evolved post-WWII, influenced by educators and psychologists who contributed valuable insights into how learners can succeed. Theories and models from key scholars guide our understanding of learning, helping us apply successful, ethical practices in the design of instruction.