Abstract
The rapid introduction of powerful digital technologies in the last 20 years has made it possible to create innovative and engaging learning activities in nearly every subject domain at nearly every education level. As a consequence, however, the task of designing, developing, and deploying effective instruction has become ever more challenging. While the basic instructional planning competencies and skills remain about the same, the emphasis in instructional design has shifted to the technologies used to support specific learning goals and objectives. This shift in emphasis has had consequences that have yet to be properly addressed. For example, the prior emphasis in the instructional design community on evaluation and empirical research has declined while there has been increasing emphasis on innovation and specific technologies. Doctoral programs in instructional design have also experienced a shift in emphasis from research and scholarship to development and practice. Overall, instructional design is becoming more and more a craft industry and less and less a scientific enterprise. These generalizations might be overstated but they raise concerns with regard to how best to link together the design of instruction, educational research, and the deployment of technologies aimed at improving learning, performance, and instruction. This chapter presents an elaboration of these claims and a possible path to resolution that builds on emphasizing formative evaluation and fidelity of implementation studies.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Berkeley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(1), 21–29.
Clark, R. E. (2007). Learning from serious games? Arguments, evidence, and research suggestions. Educational Technology, 47(3), 56–59.
Collins, A., Brown, J. S., & Newman, S. E. (1987). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics [Technical Report #403]. Cambridge, MA: BBN Laboratories.
Creswell, J. W. (2011). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston, MA: Pearson.
European Communities (2006). Classification of learning activities: Manual. Luxembourg: European Commission. Retrieved from http://www.uis.unesco.org/StatisticalCapacityBuilding/Workshop%20Documents/Education%20workshop%20dox/2010%20ISCED%20TAP%20IV%20Montreal/NFE_CLA_Eurostat_EN.pdf.
Ge, X., Ifenthaler, D., & Spector, J. M. (Eds.) (in press) Full steam ahead: Emerging technologies for STEAM. New York: Springer.
Gibbons, A. S. (2012). Rethinking design and learning processes in distance education. In L. Moller & J. Huett (Eds.), The next generation of distance education: Unconstrained learning. New York, NY: Springer.
Graf, S., & Kinshuk (2013). Dynamic student modeling of learning styles for advanced adaptivity in learning management systems. International Journal of Information systems and social change, 4(1), 85–100
Hamilton, J., & Feldman, J. (2014). Planning a program evaluation: Matching methodology to program status. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of educational communications and technology (4th ed., pp. 249–256). New York, NY: Springer.
Hartley, R., Kinshuk, Koper, R., Okamoto, T., & Spector, J. M. (2010). The education and training of learning technologists: A competences approach. Educational Technology & Society, 13(2), 206–216
Hodges, C. B. (2015). Professional development tools and technologies. In J. M. Spector (Ed.), The SAGE encyclopedia of educational technology (pp. 590–593). Los Angeles, CA: Sage Publications.
Huang, R., Kinshuk, & Spector, J. M. (Eds.) (2013). Reshaping learning: The frontiers of learning technology in a global context. Heidelberg: Springer
Ifenthaler, D., Kinshuk, Isaías, P., Sampson, D. G., & Spector, J. M. (Eds.). (2011). Multiple perspectives on problem solving and learning in the digital age. New York: Springer
Jonassen, D. H. (1997). Instructional design models for well-structured and ill-structured problem-solving outcomes. Educational Technology Research & Development, 45(1), 65–94.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.
Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7–19.
Luschei, T. F. (2014). Assessing the costs and benefits of educational technology. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of educational communications and technology (4th ed., pp. 239–248). New York, NY: Springer.
Makel, M. C., & Plucker, J. A. (2014). Facts are more important than novelty: Replication in the education sciences. Educational Research, 20(10), 1–13. Retrieved from http://edr.sagepub.com/content/43/6/304.full.pdf+html.
Merrill, M. D. (2013). First principles of instruction: identifying and designing effective, efficient and engaging instruction. San Francisco, CA: Wiley.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Natividad, G., Mayes, R., Choi, J.-I., & Spector, J. M. (2015). Balancing stable educational goals with changing educational technologies. E-Mentor, February, 2015.
O’Donnell, C. L. (2008). Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K-12 curriculum intervention research. Review of Educational Research, 78(1), 33–84.
Ptsoka, J., & Mutter, S. A. (1988). Intelligent tutoring systems: Lessons learned. Mahwah, NJ: Erlbaum.
Reeves, T. C., & Reeves, P. M. (2015). Educational technology research in a VUCA world. Eduational Technology, 55(2), 26–30.
Richey, R., Klein, J. D., & Tracey, M. W. (2011). The instructional design knowledge base: Theory, research, and practice. New York, NY: Routledge.
Sampson, D. G., Isaías, P., Ifenthaler, D., & Spector, J. M. (Eds.). (2013). Ubiquitous and mobile learning in the digital age. New York: Springer.
Slade, S., & Prinsloo, P. (2013). Learning analytics: Ethical issues and dilemmas. American Behavioral Scientist, 57(10), 1509–1528.
Spector, J. M. (2001). A philosophy of instructional design for the 21st century? Journal of Structural learning and Intelligent Systems, 14(4), 307–318.
Spector, J. M. (2012). Foundations of educational technology: Integrative approaches and interdisciplinary perspectives. New York: Routledge.
Spector, J. M. (2014a). Remarks on MOOCs and mini-MOOCs. Educational Technology Research and Development, 62(3), 385–392.
Spector, J. M. (2014b). Conceptualizing the emerging field of smart learning environments. Smart Learning Environments, 1(2). doi:10.1186/s40561-014-0002-7. Retrieved from http://www.slejournal.com/content/1/1/2.
Spector, J. M. (2015a). The changing nature of educational technology programs. Educational Technology, 55(2), 19–25.
Spector, J. M. (2015b). Program evaluation. In J. M. Spector (Ed.), The SAGE encyclopedia of educational technology (pp. 593–597). Los Angeles, CA: Sage Publications.
Spector, J. M., & Anderson, T. M. (Eds.). (2000). Integrated and holistic perspectives on learning, instruction and technology: Understanding complexity. Dordrecht: Kluwer Academic Press.
Spector, J. M., & Merrill, M. D. (2008). Editorial: Effective, efficient and engaging (E3) learning in the digital age. Distance Education, 29(2), 123–126.
Spector, J. M., Johnson, T. E., & Young, P. A. (2014). An editorial on research and development in and with educational technology. Educational Technology Research and Development, 62(2), 1–12.
Spector, J. M., Johnson, T. E., & Young, P. A. (2015). An editorial on replication studies and scaling up efforts. Educational Technology Research & Development, 63(2), 1–4. Retrieved from http://link.springer.com/article/10.1007/s11423-014-9364-3?sa_campaign=email/event/articleAuthor/onlineFirst.
Tennyson, R. D. (1994). The big wrench vs. integrated approaches: The great media debate. Educational Technology Research and Development, 42(3), 15–28.
van Merriënboer, J. J. G. (1997). Training complex cognitive skills: A four-component instructional design model for technical training. Englewood Cliffs, NJ: Educational Technology publications.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Springer-Verlag Berlin Heidelberg
About this chapter
Cite this chapter
Spector, J.M. (2016). Instructional Design Methods and Practice. In: Huang, R., Kinshuk, Price, J. (eds) ICT in Education in Global Context. Lecture Notes in Educational Technology. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-47956-8_3
Download citation
DOI: https://doi.org/10.1007/978-3-662-47956-8_3
Published:
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-662-47955-1
Online ISBN: 978-3-662-47956-8
eBook Packages: EducationEducation (R0)