Definitions
A review of instructional design texts reveals an array of definitions describing andclassifying the discipline, theory, practice, implementation, as well as descriptions of content androle characteristics. In an analysis of the definition concept as identified by the committee of theAssociation for Educational Communications and Technology (AECT), proponents are brokendown. First, it should be noted that AECT’s ethical stance must be identified as this builds themoral foundation that will guide theory, its constructs and lay the ground work for a basis to practice in the discipline of instructional design. Secondly, all these terms are interconnected andsimilar in scope and are defined by the use of the terms by those in the field.According to AECT, the first definition of the field
dealt primarily with the integration of design, delivery and effectiveness of the learning content. Additionally, the association statesthat technology can be used to facilitate education, enhancing ease of access to learning, as wellas ease of understanding and availability. It should also be noted that the term
educational technology
is much more widely accepted internationally while the term
instructional technology
is not widely accepted. Both instructional technology and educational technology, however, can be seen as interchangeable terms, as both have the same elements and share the same concepts.Another point of view is that educational technology is geared more towards primary andsecondary schools while instructional technology denotes is used in corporate training and inhigher education.
Instructional technology and education technology
are broad terms whichencompass the validity, resource allocations, applicability and overall “look” of a program withthe defining perspective on outcome attainment or performance improvement.A definition of
instructional design
involves identifying the critical elements that promote learning. Instructional design can be said to include optimizing results of a needsassessment, planning instruction that emphasizes retention and understanding andimplementation, and evaluation processes that result in outcomes necessary for a program to bedeemed effective. Successful instructional design programs must contain enhanced elements toimprove learner behavior or to motivate the learner. This information must be used in real-lifescenarios and add to the learner’s knowledge base; the program is useless if the learner shows nochange in behavior or practice.
AECT’s Code of Professional Ethics
identifies guidelines for acceptance of andaccountability in all work in the field of instructional design. There are three components to thecode. The first entails the obligation of the individual to facilitate access to materials. Thesecond, involves a pledge to the community to ensure that all content is valid and truthful.Finally, the code calls for a professional commitment to generate research grounded in evidenceand uphold content accuracy. Ultimately, the code can be viewed as a clarion call for authenticityin educational development.The Code of Professional Ethics sets the tone for identifying the essence of educational technology, instructional technology, instructional design and instructional designand technology. As the meanings of these terms can be fluid, it is necessary to define these termsclearly and identify their connections. Evolution of these concepts follows and allows for changes in learning and assessment, the identification of skills and prescription of tasks, thedesign and development (planning methods), the ease of access, the ease of attainment of content, and the measurable outcomes via the evaluation process, thus building on what can bedeemed instructional design. Outcomes must not be overlooked in order to identify the
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