Position Paper on Instructional Systems Design

Steven J. McGriff
Originally Created: March 2000 (Revised: November 2004)

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Conception of the Instructional Technology Field

Definition

The terms instructional systems, instructional technology, educational technology or instructional systems design each describe the same field of professional work, but from a slightly different perspective. For the purpose of this document, instructional technology (IT) and instructional systems design (ISD) will be used interchangeably. A working definition of instructional technology will facilitate understanding this paper and the scope of work the field encompasses.

The word ‘instructional’ states the focus on education, which is the communication of information between sender and receiver for the specific purpose of learning. The word ‘technology’ implies something “technical” or “scientific.” That is partly correct, since technology is descriptive of both the tools and the processes used in IT. Technological processes are defined as the systemic and systematic application of strategies and techniques. The processes used by ISD professionals are derived from behavioral and physical science concepts, as well as, the theories and practice of business management and human resource development. The strategies and techniques of ISD are used within the five domains of the field: design, development, utilization, management, and evaluation. Each domain uses, manipulates, or generates a set of processes and resources to accomplish its mission…learning. The key to understanding instructional systems design is to recognize the focus is on the learner, not the teacher. Learning is king, teaching is the supporting role.

Instructional technology is a professional field defined by more than the components of its name. According to Seels and Richey (1994), the Association for Educational Communications and Technology 1994 definition of instructional technology is:

The theory and practice of design, development, utilization, management and evaluation of processes and resources for learning.

See the concept map of instructional technology for a visual representation of the relationships of the components described above.

Perspective on the past

Educators, such as John Dewey, established the concept of educational technology in the first quarter of the twentieth century. But it wasn’t until post World War II that modern technology began to play an important role in the evolution of the field. Instructional technology evolved from the audiovisual communications movement and was first seen as a tool technology of devices, media and hardware for education. Edgar Dale and his doctoral student, Jim Finn, were the earliest contributors to the development of modern instructional technology. Dale’s Cone of Experience combined the educational theory of Dewey and ideas popular in psychology at the time (circa 1946) with audiovisual communications. Finn has been credited with moving the field of audiovisual communications to instructional technology by changing the role of audiovisual communications personnel from support to leadership and innovation. From the early 1950’s to the mid-1960’s, he asserted that in order for the field to become a profession, audiovisual communications must develop its own theory, research and technique. Moreover, Finn advocated the name change to instructional technology and promoted the application of systems theory as a basis for the field (Seels and Richey, p. 15).

With its roots set in audiovisual technology, the field of instructional technology in the 1960’s and 1970’s began to branch out and incorporate more psychology and educational psychology theories into its practice, namely behaviorism and cognitivism. In the 1990’s, contructivism joined the group. As Finn had advocated, many instructional systems design theories have been developed to meet the requirements of increasing diverse educational settings like corporate training, and diverse learner profiles.

View of the present

Original ideas are often repackaged with new, slick names peppered with buzzwords to capture a new generation of interested people. During the annual national conferences for AECT (2000-2003), the emphasis for the field of instructional technology has appeared to be the same; the application of systematic design principles for change, presenting old concepts with new names (i.e., knowledge management), utilization of existing technologies in new settings, and applying basic learning theory to new educational environments (i.e., CSCL).

There seem to be increasing numbers of ISD practitioners working in various educational arenas: training in corporate and academic settings; classroom instruction and school administration at all levels; and increasingly in distance education. Distance education is capturing enormous attention as programs are established for corporate just-in-time training and higher education staff development and courses for credit. The hottest topic in the field of distance education is web-based instruction and the promise of anywhere, anytime instruction. Interestingly, given the emphasis of instructional technology on systematic application of instructional theories, the field has not yet determined the effectiveness of web-based instruction.

Vision on the future

Technology is always changing. That is the one major constant factor for the ISD profession. Given that instructional designers will always need to learn how to effectively handle new technologies, the profession should hold onto its underlying principles and return to Jim Finn’s advocacy of emphasizing leadership. In the future, the integrity of the field of instructional systems design may depend more on the emergence of leadership in the management domain of instructional technology rather than educational theory. The AECT conference in 2005, for example, should showcase new concepts with original names developed by ISD professionals, not borrowed from another field. In addition, emerging technologies (not just established technology) should push the envelope of change in the practice of ISD in every educational setting: corporate, elementary, secondary, vocational training, and higher education. The ISD professionals who give presentations at the AECT 2005 conference should begin to emanate from senior levels in government and top administrative posts in higher education.

Opportunities for ISD professionals to expand their influence will emerge from the Information Technology and Science (IST) field, which is creating many new faculty positions over the next five years. Activity within IST alone is a chance for developing new concepts and systems, as well as to live on the cutting edge of applying emerging technology for education.

IST is about information: how to create it, quantify it, categorize it, and use it. Instructional technology will grow into a professional field of leadership in the information age. ISD practitioners, more than any other professionals, are trained to manage information to facilitate learning. Learning is a process in which the learner utilizes information to develop new concepts. Without organizing information for learning purposes, information becomes a useless collection of output from human effort.

Professional goals

The two step plan is to establish a reputation as an excellent professor of instructional systems and then take the leadership role for faculty technology integration and academic computing in a higher education institution.

I believe the administrative policies of academic computing and the teaching practices within educational institutions should be directly managed by an instructional technology professional. The IT professional, acting in a leadership role, is uniquely qualified to oversee instructional technology programs for establishing effective learning environments. Today, this is an exception rather than a rule. A simplified process of change that reflects my role in the process is outlined below.

To start the change in all areas of education, higher education must lead by example, particularly graduate education programs, through which the leadership of tomorrow’s academic institutions will emerge.

As graduate students complete their academic and professional preparation, they will have been exposed to and derived positive benefit from the best that instructional technology offers, such as instructional-technology-practicing faculty and technology labs and classrooms that appropriately support learning objectives.

As these graduates begin their professional careers, many will become faculty in higher education, increasing the ranks of those who understand the role of IT in the curriculum. As they progress through their career and assume increasing responsibility for leadership, the institution itself becomes increasingly IT savvy. Out of this mieliu emerges the IT trained professional to assume leadership for academic computing as it affects faculty, students, and the learning environment.

The process for obtaining an academic computing leadership role is, in part, dependent on academic integrity, scholarship, and professional respect within the academic field that is obtained through holding tenure-faculty positions. The other critical component is a successful venture in corporate ISD management that would develop the leadership skills and qualities that will be needed in higher education in the future.

Academic goals

Since I have completed all the course work and comprehensive exam for a doctorate in Instructional Systems (ABD = All But Dissertation), I am prepared to accept a faculty position and in the near future, begin consulting in corporate and higher ed settings. In today’s professional world of ISD, it would behoove me to operate with equal facility in either arena. I believe teaching skills in higher education and my professorial characteristics would be greatly enhanced (i.e., marketable) with authentic experiences in a corporate ISD setting.

The supporting field of my doctoral program, “Leadership in Higher Education,” is comprised of five courses and encompasses the two facets of my professional goals; to become a professor and then to serve in a leadership role in higher education. I completed an introductory course within the Higher Education program that addresses how higher education institutions function. Another course, Diversity and Leadership, from the Educational Theory and Policy program focused on leadership within increasingly diverse academic settings. Two additional courses focused on the skills of teaching in higher education and for instructing adult learners: Teaching Adults and Concept Learning and Problem Solving. The final supporting field course, Macro-organizational Psychology, sets the foundation for how organizations and their respective subsystems function within their own environment and with external entities.

In the Summer 2001, I completed a fantastic internship with (Arthur) Andersen (now defunct) that enhanced my academic and professional credibility. The result of the internship was an enriching, professional opportunity to experience corporate training culture. This internship was an ideal transitional experience from theoretical doctoral work to practical application of ISD knowledge.

 

Reference

Seels, B. and Richey, R. (1994). Instructional technology: The definition and domains of the field. Washington, D.C.: Association for Educational Communications and Technology.

Concept Map of McGriff's View of Instructional Technology