Field of IT

The Field of IT ~ Domain of Utilization

Media Utilization
Diffusion of Innovations
Implementation and Institutionalization
Policies and Regulations

~ Definition of IT ~ Domain of Design
~ Domain of Development ~ Domain of Management

The Domain of Utilization - systematically promotes the use of audio and visual instructional materials (AECT, 2001). The function of the utilization domain is to manage the interface between the learner, the instructor, and the instructional materials or systems. An instructional designer has the responsibility to coach the learner, through guidance and feedback, and to provide a model for the learner of how to interact with the materials. Models and theories of the utilization domain tend to focus on the user’s perspective. One model frequently applied through utilization is the ASSURE model.

The ASSURE model is a procedural, utilization guide helping instructors plan for and implement the use of media in teaching. Explaining the acronyms of ASSURE, the ASSURE steps are: (a) Analyze the learners, (b) State the objectives, (c) Select the media and materials,(d) Utilize media and materials, (e) Require learner participation, (f) and Evaluate and revise. The ASSURE model is an Instructional Systems Design (ISD) process that was modified to be used by teachers in implementing instructional media and materials in the regular classroom. The ASSURE process is used to write lesson plans and improve teaching and learning. Table 1 is an explanation of the ASSURE model in table format:

Table: ASSURE Model. From: Heinich, Molenda, Russell, and Smaldino, (1999).

Analyze learners	An instructional designer will begin a project by involving characteristics of the target audience and by incorporating in the instruction such general characteristics as, but not necessarily limited to: age, ethnicity, sex, mental capabilities, emotional, physical, social, socioeconomic, competencies, prior knowledge, skills, and attitudes.
State objectives	An Instructional designer identifies objectives as a step by step description of what the learner will be able to achieve from the instruction, of which the learner could not do before. An example might be: A beginning bank teller will be able to name 100% of the critical acceptance validation points of a check when given a list of criteria.
Select instructional methods, media, and materials	An Instructional designer selects appropriate instructional methods for the stated objectives. The media and materials selection by the instructional designer are based on the learner audience and the stated objectives. Selections might include: CBT, video, other.
Utilize media and materials	Before presenting materials to a live audience, an instructional designer pre-tests the designed equipment, and reviews the instructional materials and media for feasibility and value. An instructional designer prepares an alternative plan should the hardware not function during a scheduled presentation.
Require learner participation	Learning is retained when involvement in the instruction is required. An instructional designer embeds questions which lead to group discussion activities.
Evaluate and revise	An instructional designer will have the instruction reviewed by: presenting the instruction for a one-on-one or small group evaluation; reviewing the objectives and ascertain the link between the instruction and the desired outcome; determine the instructional strategies to be appropriate to the lesson and; implementing revisions where necessary.

The second step of the utilization domain is to select the materials/media appropriate to the needs of the learner. Media Utilization is described in the following paragraph:

Media Utilization – is the systematic use of resources for learning AECT (2001). The process for media utilization is dependent on the instructional design specifications. An example would be a video representing the assembling of a car engine. The media is tailored to the behavior of learning described in the objectives. Implementation of utilization techniques for the applied media is determined from the needs assessment, the learner characteristics, and the learner environment. An example of utilization techniques might be: if learner characteristics determined the learner to have difficulty hearing, then the media needs would be for visual or print instruction and not include audio instruction. After determining the media for a particular instruction, the instructional designer will determine the strategy appropriate for promoting the diffusion between, the instruction and the materials.

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Diffusion of Innovations –AECT (1977) definition of diffusion of innovation links utilization and diffusion into one function. The AECT (1994) definition refers to diffusion of innovations as “deliberately and systematically making others aware of a development by circulating information” (p. 65). This definition further suggests that diffusion of innovations (DOI) is the process of communicating through planned strategies for the purpose of gaining adoption for change. Seels & Richey (1994) confirm the above definition by suggesting that “diffusion of innovations is primarily concerned with individuals accepting and using ideas” (p. 45). An instructional designer uses the information from analysis tools such as a needs assessment or a task analysis to determine who the resisters might be for a project. Figure 1 explains the rate of adoption of an innovation.

Figure 1: Innovation Adoption Curve. Rogers (1995).

An instructional designer becomes the change agent when recognizing diffusion is necessary for change. During diffusion of an innovation, an instructional designer reports to an organization the advantages of a newly proposed innovation by carefully describing the compatibility and congruence with the organizations goal(s) and objectives. An instructional designer also presents possible complexities within the program and prepares alternative solutions before field trial of the product. Complexities would have been derived through observation, evaluation and revision.

In order to effectively diffuse the innovation, the instructional designer tries to persuade the resisters who compose only 14% of the system, and present to the resisters evidence from the many analysis reports regarding the product. In addition, the instructional designer strives to reach the innovators who structure 34 % of the system. The innovators are a positive group of individuals desiring the change and are open to new innovations. The innovators will lead the leaders who also compose another 34% of the system. The leaders will head each department and are the subject matter experts interested in change. The leaders in turn will carry the rest of the system.

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Diffusion and change require Implementation and Institutionalization – which refers to the integration of innovation within the structure of an organization. An instructional designer is responsible for compatibility of the change to be in total congruence of the organizational goals and mission. An instructional designer uses instructional materials and strategies in real (not simulated) settings for implementation of the product. According to AECT (2001), institutionalization is the continuing, routine use of the instructional innovation in the structure and culture of an organization. According to Cuban (1986), the purpose of implementation is to ensure proper use of the product being implemented by individuals in the organization (provided, the purpose of institutionalization is to integrate the innovation into the structure and life of the organization). An example of implementation for institutionalization might be the planning for an entire 2^nd grade classroom to have one computer per child for a period of five years. The instructional designer responsibility is to assure congruence with organization policies and regulations during implementation and institutionalization.

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Policies and Regulations –According to Seels & Richey (1994), Policies and Regulations are the interface between the learner and the instructional material or systems. It is the responsibility of the instructional designer to continually evaluate each step of the system and analyze if the steps are in compliance with an organizations policies and regulations. It is often advantageous to work with Human Resources to obtain accurate information regarding the matters of organizational policies and regulations. For instance, there would be little point as a designer, to develop materials for instruction in an outdoor setting if outdoor instruction were against organizational policy. Going against policies and regulations can prevent, if not defeat, the purpose of an innovation. AECT (2001) suggests Policies and Regulations are the rules and actions of society, or its surrogates, that affect the diffusion and use of Instructional Technology. The instructional designer must be knowledgeable about organizational polices and procedures, to include state board regulations and local board policies.