Educational Technology Basic Terms

http://web.ics.purdue.edu/~smflanag/edtech/basic.htm

Basic Terms

Educational Technology
Definition: Educational technology is defined as "the study and the ethical practice of
facilitating learning and improving performance" through developing and then
implementing instructional processes and materials (AECT, 2006, as qtd. in Reiser &
Dempsey, 2007, pg. 6). This 2006 AECT definition refers to several key terms. The
term 'ethical" refers to the professional conduct and professional standards for
educational technology and design. The term "facilitate" refers to the concept that
educational technology helps facilitate and guide learning instead of just controlling or
creating learning. Improving performance refers to helping learners apply concepts
instructed on into "real-world" or real experiences (Reiser & Dempsey, 2007).

Other Relevant links:

Encyclopedia of Educational Technology
The Meaning of Educational Technology
Instructional Analysis
Definition: An instructional analysis allows instructional designers to create a
comprehensive list of goals and objectives that directly relate to the learners and the
instructional design through creating a step-by-step analysis of each aspect of
instruction from the beginning to the end, a task analysis. An instructional analysis
includes the steps a learner must know or be able to complete; but, it excludes the
steps that the learner can already do or do not need to do in order to complete
instruction (Intulogy, 2006; Reiser & Dempsey, 2007)

Other Relevant links:

Instructional Analysis
Instructional Analysis and ADDIE
Instructional Design
Definition: Reiser & Dempsey (2007) define instructional design as a "systematic
process that is employed to develop education and training programs in a consistent
and reliable fashion" (pg. 11). Reiser & Dempsey continue by stating the instructional
technology is creative and active. And, is a system of interrelated elements that
depend on one another to be most effective; a system is interdependent and
synergistic. Also, instructional design is dynamic, and cybernetic meaning that the
elements can be changed and communicate or work together easily. These
characteristics of interdependent, synergistic, dynamic, and cybernetic are needed in
order to have an effective instructional design process (Reiser & Dempsey, 2007).
Furthermore, instructional design is centered on the learned, is oriented on a central
goal, includes meaningful performance, includes a measurable outcome, is self-
correcting and empirical, and is a collaborative effort. Instructional design includes the
following steps: analysis, design, development, implementation, and evaluation of the
instructional design (Reiser & Dempsey, 2007).

Other Relevant links:

Definitions of Instructional Design
Instructional Design
What is Instructional Design
Instructional Design Model
Definition: An instructional design model describes "how to practice" and "how to
conduct" each of the steps in a given model. Essentially, instructional design models
give a "blueprint" for the overall process by providing specific guidelines for each step,
management, and the overall process. Many instructional design models have been
created; most stem from the ADDIE model of analysis, design, development,
implementation, and evaluation. Specific models may emphasize certain steps over
others, include additional steps, have varying transitions from step-to-step, and define
terms differently (Reiser & Dempsey, 2007).

The links below provide links to several popular models and databases with links to
many other models.

Other Relevant links:

ADDIE Instructional Design Model
Dick and Carey Model
Instructional Design Model
Instructional Design Models
Instructional Design Models: Specific Models and Classifications
Instructional Media
Definition: Reiser and Dempsey (2007) define instructional media as follows: "the
physical means via which instruction is presented to the learners" (pg 18). This
includes textbooks, videos, computers, and having an instructor physically instructing
a group in a classroom.

Other Relevant links:

How to Select Effective Instructional Media
International Journal of Instructional Media
Instructional Methods
Definition: Reiser and Dempsey (2007) define instructional methods as follows: "the
elements included in instruction for the purpose of supporting the achievement of the
learning objective" (pg. 314). The instructional methods allow learners to draw upon
cognitive processes of learning through assisting learners in "paying attention to
relevant materials, mentally organizing it into a coherent representation, and mentally
relating it to prior knowledge" (Mayer 2001, as qtd in Reiser & Dempsey, 2007, 314).
Instructional method includes practice problems or exercises, negative or positive
feedback, visuals, educational games, and simulations.

Other Relevant links:

Instructional Approaches
Instructional Methods Information
Instructional Technology
Definition: Instructional technology has several different aspects. It includes the
following: the process of designing instruction; the application of learning theories and
styles to designing instruction; the selection of materials and tools to design and
implement a design; the evaluation of designs; the effective use of teamwork; and the
use of "technology in support of the development and delivery of instruction" (IT
Faculty, nd). Furthermore, the goal of instructional technology is to select effective and
appropriate technologies to use in designing, developing, implementing, and
assessing instruction; and, a second goal is to use the processes and methods behind
instructional technology to understand how learning occurs in a given group of
individuals and then design instruction to meet the unique learning needs (Reiser &
Dempsey, 2007; IT Faculty, nd).

Other Relevant links:

Instructional Technology Connections
Instructional Technology Research Online
What is Instructional Technology
Job Aids
Definition: A job aid is an instructional support for the learner to more easily reference
and process information into long-term memory. Common job aides are outlines, flow
charts, checklists, steps, planning sheets, and forms. Job aides serve several
purposes including organizing information, providing a procedural step-by-step guide,
and managing information (Lucas, 2006). Job aides are most often used for tasks that
do not occur frequently such as a form for filling out a financial report; for tasks that
are complex or can have no errors such as a step-by-step handout of how to repair an
engine or troubleshoot a problem with a space shuttle; for tasks with a large amount of
information or information that changes frequently such as a guide or outline of the
information; and for tasks that have little time for training such as creating a job-aid in
several languages instead of doing a face-to-face training in several languages. Job
aids should not be used when the job aid could hinder instruction or the abilities of the
learner, when their ample time for instruction or training, when unpredictable steps or
occurrences may happen (such as how to handle confrontations), and for when the
task is something the learners can already do automatically (Lucas, 2006).

Other Relevant links:

Encyclopedia of Educational Technology: Job Aid (click on "Job Aid" under "Training"
about 3/4 of the way down the page)
Job Aids
Works Cited

Intulogy. (2006). Conduct an instructional analysis. Retrieved November 1, 2006,

from http://www.intulogy.com/addie/instructional-analysis.html
IT Faculty. (nd). What is instructional technology? Retrieved November 1, 2006, from
http://www.coe.wayne.edu/InstructionalTechnology/what_is_it.htm
Lucas, R. (2006). Job aids. Retrieved November 1, 2006, from
http://coe.sdsu.edu/eet/Admin/TOC/

Reiser, R.A. & Dempsey, J.V. (2007). Trends and issues in instructional design (2nd
ed.). Upper Saddle River, NJ: Pearson Education, Inc.
http://www.umich.edu/~ed626/626.html#contents

Education 626: Educational Software Design and Authoring

Educational Studies
School of Education
University of Michigan

Fall term 1996

Mondays 4:00-7:00 PM
in 2211 (the Multimedia Classroom)
on the second floor of the School of Education

Welcome to a pratical course that explores the relation

of educational software design and authoring

Instructor Carl Berger

Office 1600M SEB
Office hours Office Hours by appointment
Carol Birmingham @ 313 763 1342
Phone
or Kathy Wood@ 313 763 2123
Internet E-Mail address Carl.Berger@umich.edu

Internet URL http://www.oit.itd.umich.edu/~cberger/

Rosalind Kam
Teaching Assistant
kamr@umich.edu

Contents
Introduction
 Assumptions
Philosophy
Driving questions of the course
Prerequisites
Course software
Course topics
Course schedule
Course requirements
Grades
Instructional Design
Reading list
Class Presentations
Class Project
Annotated Bibliography
A starting Concept Map

Introduction

ED 626: Educational Software Design and Authoring (3 credits)

Students identify significant educational problems and design, try out, and
revise software or computer applications in the effort to solve these problems.
Students will learn to use one or more authoring systems and explore the
relationship between authoring systems and software design.

Return to contents

The following assumptions are made:

Understanding of technology comes from practice as well as study;

 All technology is value laden;
Technology should make work easier, better or help us to do that we
cannot now do; and
The study of software design and paradigms of authoring systems
allows use unique opportunities to understand the interplay of
technology and learning.

Return to contents

The philosophy of the course

Meaningful learning occurs when people solve authentic problems. In this

course you will be given opportunity to work on the design of software to solve
real problems. You will also be given the opportunity to explore authoring tools
and see how the paradigm of the authoring tool influences software design.

Return to contents

Driving questions of the course

Does technology really change how people learn? Are there unique design
interactions with authoring? How can technolgy be used to forster learning and
teaching? What tools can be used to help.

Return to contents
Prerequisites

You should be able to use at least one brand of microcomputer. You should be
able to use and prepare electronic bibliographies. You will be expected to
design and generate an instructional program from an authoring system but you
need not be familiar with an authoring program. You should also be willing to
participate in action/problem oriented instruction. Finally, although this is not a
programming course you should be able to develop a clear pattern of thinking
that will lead to software design

Return to contents

Course software

The following software will be used throughout the course. For much of the
software, we have permission to use the software till the end of the course. The
university has site licences for most of the programs.

Oracle Media Objects

PowerPoint
Astound
HyperStudio
HyperCard
Director
Authorware
PageMill/SiteMill
Claris HomePage
EndNote2 (A program to develop and keep bibliographies. )

Return to contents
Course Requirements

You will be expected to:

Participate in action/problem oriented research;

Prepare for and participate in class discussion;
Take responsibility to present a topic in class;
Write evaluations research studies of technology and cognition,
Use qualitative and quantitative analysis tools.
Develop a project that produces an instructional piece of software. May
be as simple as using PowerPoint to complex authoring on the web
using HomePage. Students will present their projects to the class as well
as produce a written report.

Return to contents

Grades

Assignment Percentage Due date

Research participation 10% Throughout
Class presentations 15% Throughout
Network use 10% Throughout
Authoring use and analysis 10% Throughout
Course project 30% 12/16/96
Class/project participation 15% Throughout

Return to contents
Instructional Design

Definitions of Instructional Design (adapted from ARL)

Applied Research Laboratory's site on Training and Instructional Design (Penn

State University)

Sherri Braxton's site on Instructional Design (George Washington University)

Examples of Graphic Design and Layout on the Web

Poison Prevention Sites on the Web

Digital Media Solutions site (has a lot of information about scanning,

copyright, etc.)

Evaluation Guidelines for Instructional Technology Projects

Return to contents

ED626 Class Presentations

Human Computer Interface

Dick & Carey Instructional Design Model

Gerlach & Ely Model

Rapid Prototyping Model

WorldChat

Usability Testing
 Intellectual Properties

Image Processing

Software Deployment

Return to contents

http://www.umich.edu/~ed626/626.html -- Revised: November 27, 1996

Copyright 1996 The University of Michigan
Send comments or queries to Carl Berger or Rosalind Kam

Design modified from Horton, W., Lee, T., Ignacio, A., & Hoft, N. (1996).
The web page design cookbook. New York: John Wiley & Sons, Inc.

http://www.umich.edu/~ed626/define.html

Definitions of Instructional Design

Adapted from "Training and Instructional Design",
Applied Research Laboratory, Penn State University

Instructional Design as a Process:

Instructional Design is the systematic development of instructional
specifications using learning and instructional theory to ensure the quality of
instruction. It is the entire process of analysis of learning needs and goals and
the development of a delivery system to meet those needs. It includes
development of instructional materials and activities; and tryout and evaluation
of all instruction and learner activities.
Instructional Design as a Discipline:
Instructional Design is that branch of knowledge concerned with research and
theory about instructional strategies and the process for developing and
implementing those strategies.

Instructional Design as a Science:

Instructional design is the science of creating detailed specifications for the
development, implementation, evaluation, and maintenance of situations that
facilitate the learning of both large and small units of subject matter at all levels
of complexity.

Instructional Design as Reality:

Instructional design can start at any point in the design process. Often a
glimmer of an idea is developed to give the core of an instruction situation. By
the time the entire process is done the designer looks back and she or he checks
to see that all parts of the "science" have been taken into account. Then the
entire process is written up as if it occurred in a systematic fashion.

Instructional System:
An instructional system is an arrangement of resources and procedures to
promote learning. Instructional design is the systematic process of developing
instructional systems and instructional development is the process of
implementing the system or plan.

Instructional Technology:
Instructional technology is the systemic and systematic application of strategies
and techniques derived from behavioral, cognitive, and constructivist theories
to the solution of instructional problems.

Instructional technology is the systematic application of theory and other

organized knowledge to the task of instructional design and development.
 Instructional Technology = Instructional Design + Instructional Development

Instructional Development:
The process of implementing the design plans.

Return to Contents

http://www.umich.edu/~ed626/define.html
Revised: October 18, 1996
Copyright 1996 The University of Michigan
Send comments or queries to Carl Berger or Rosalind Kam