Instructional Technology Overview
The Field of Instructional Technology
The 5 Domains of Instructional Technology
The Field of Instructional Technology
Human Performance Technology (HPT) is the field focused on systematically improving present and future performance results achieved by people in organizational settings (Rothwell, 1996). In any given system or organization in which performance can be measured, performance deficiencies (or gaps) between actual and desired level of performance can be established. The causes for these performance gaps can be classified into the following categories (Rossett, 2002):
1. Lack of desire which can be motivation related which is internal to the performer or incentive which is related to external factors.
2. Existence of constraints which impede ability to perform, such as organizational barriers or policies, inadequate functional tools, or environmental factors.
3. Lack of required skill or knowledge required to perform the specific tasks needed to achieve desired performance levels.
In many cases, motivation and/or constraints are the primary reasons for performance deficiencies and can be dealt with by eliminating the causes. However lack of required skills or knowledge requires that performers become learners and that instruction is created to provide them with the needed skills and knowledge required to meet performance goals.
In my view, during the last 60 years, several factors have contributed to the accelerated interest and funding of researchers related to the process of instruction and learning.
· 1945-The rapid training of thousands of military personnel due to onset of WWII evidenced need for improvements in instruction.
· 1980’s- American business and industry quality revolution (following the theories of Edward Deming) recognized worker skills and knowledge as key to performance and thus demanded more effective and efficient methods of training
· 1980’- Increased societal demands for more effective and cost efficient public and higher education
· 1990’s- Development of computer and internet tools which greatly expanded tools available for instruction and learning.
As a result many researchers have studied the instruction and learning process building on prior research which created many new theories and representative models as to the most effective and efficient methods. Many of these went beyond traditional pre 1940,s simple instructor led materials driven methods and focused on the entire system of learning including the learning environment and the learners themselves. Also the business concepts of measurable goals and related strategies were introduced. During the last 20 years, researchers and educators have attempted to consolidate these models, theories, and concepts into a single defined process or discipline. This discipline has come to be known as Instructional Technology (IT) where “technology” is defined as the application of science, scientific methods, and materials used to achieve an objective (Webster 2002).
Given it’s relatively newness and rapidly evolving nature, several definitions have been put forth by researches:
· Walter Dick and Lou Cary in their book “the systematic design of instruction, (Dick and Cary, 1996 p.2) describe IT as a systematic process which addresses all components critical to learning (instructors, learners, materials, and environment) utilizing phases of analysis, design, development, implementation and evaluation.
· Seels and Richey (1994) define Instructional Technology as the theory and practice of design, development, utilization, management and evaluation of processes and resources for learning. This definition has been adopted by the Association for Educational Communications and Technology (AECT).
The common threads that run through these and several other definitions are:
- It is a systematic process.
- It is based on scientific theory.
- It is a practical and useful application of learning theory.
- It uses appropriate technology.
- Its purpose is to create effective learning experiences.
The 5 Domains of Instructional Technology:
Seels and Richey (1994) and AECT (2001) describe the domains that are required for instructional technologists to be proficient. These are: Design, Development, Utilization, Management, and Evaluation. The domains encompass a wide variety of skills and knowledge routed in scientific based theories and models which an instructional technologist must be able to utilize as various situations emerge. They are used interchangeably throughout the process, as noted in their graphics below.
(Chart adopted from Seels & Richey. (1994). Domains of the Field of Instructional Technology. Association for Educational Communications and Technology website. See http://www.aect.org/standards/knowledgebase.html
Each of the domains includes sub domains or knowledge bases which an instructional technologist must be proficient in and utilize at various stages of the process as needed. Each sub domain also incorporates research models and theories
Click on the links below for more detailed explanation of each domain.
· Design