Field of IT

The Field of IT ~ Domain of Development

The Domain of Development – is the process of translating the design specifications into physical form (Seels and Richey, 1994). To bring a product into a production phase, the development domain must consist of the proper hardware, software, visual, auditory and programs integrating the various parts. Seels and Richey (1994) describe the development domain as a content driven message using a theory driven instructional strategy and a physical demonstration using technology. An Instructional Designer employs the development domain to develop instructional materials such as self-instructional modules, training manuals, instructor’s guides and job aids, designing and producing interactive multi-media systems, story-boards, and mapping out the production process. The Domain of Development is divided into four categories: Print Technologies; Audiovisual Technologies; Computer-Based Technologies; and Integrated Technologies.

Print Technologies – are ways to produce or deliver materials, such as books and static visual materials, primarily through mechanical or photographic printing processes (AECT, 2001). Print Technologies are usually found to be the most basic of communication displaying hard-copy materials for verbal as well as visual instruction. When using print technologies the designer should focus on the text, design and color cueing as well as visuals (Berry, 1992). Print Technologies combined with Visual Technologies have the following characteristics according to Seels and Richey, (1994):

· text is read linear, whereas visuals are scanned spatially;

· text and visual usually provide one-way, receptive communication;

· visuals are static;

· visual perception guides the development of linguistics;

· text and visual perception is learner-centered and;

· text information can be reorganized or restructured by the user.

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Audiovisual Technologies – are ways to produce or deliver materials by using mechanical or electronic machines to present auditory and visual messages (AECT, 2001). Audiovisual Technologies allow the designer to use sound, motion pictures, and large visuals in the instructional materials. PowerPoint presentations are a form of audiovisual technology. However, unless the designer is receptive to the needs of the target audience, a PowerPoint presentation might not be any more effective than and instructor standing at a flip chart and droning on and on. The following characteristics are present for Audiovisual Technologies:

· audiovisual technologies are linear in nature;

· audiovisual technologies can be dynamic;

· audiovisual technologies are used in a manner pre-determined by the designer or developer;

· audiovisual technologies present a physical representations of real and abstract ideas;

· audiovisual technology materials are developed using principles of both behavioral and cognitive psychology, and;

· audiovisual technology materials are often teacher-centered and involve a low degree of learner interactivity.

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Computer-based Technologies – are ways to produce or deliver materials using microprocessor-based resources (AECT, 2001). Computer-based technologies differ from other technologies by the electronic storage of the information in a digital data format rather than print or visual form. Examples of computer-based technologies are: drill and practice, which is designed to repeat information with the intent of retention; games and simulations, presenting an opportunity for learners to apply new knowledge; and databases, for learners to globally search for new information. The most frequently used acronyms for the display of screen information is termed computer-based instruction (CBI), or computer-assisted instruction (CAI), or computer-managed instruction (CMI). The characteristics of both hardware and software Computer-Based Technologies are:

· information is presented randomly or non-sequentially, as well as linear;

· content can be used as the learner desires and as the designer/developer planned;

· ideas are presented in an abstract fashion with words and symbols and graphics;

· principles of cognitive science are applied during development, and;

· student-centered learning is incorporated for higher-learning interactivity.

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Integrated Technologies – are ways to produce and deliver materials, which encompass several forms of media under the control of a computer (AECT, 2001). Examples of integrated technologies include web-based or internet-based materials, learning management systems, social networking, and virtual learning environments such as Second Life (Second Life is a 3-D virtual world entirely created by its inhabitants). According to Seels and Richey (1994) the primary feature of integrated technologies is learner interactivity. The following characteristics are found with Integrated Technologies:

· information is presented in random or non-sequential, as well as linear traditions;

· content is used the way the learner desires, not only as the developer planned;

· ideas are often presented realistically in context of the learner’s experiences, according to what is relevant to the learner, and under the control of the learner;

· principles of cognitive science and constructivism are applied in the development and utilization of the lesson;

· cognitive-centered learning is organized so knowledge is constructed from the learner during utilization;

· materials exhibit a high degree of learner interactivity, and;

· materials provide a basis to integrate words and imagery from many media sources.