Instructional Design Technology (also referred to as Instructional Systems Design (ISD) is a relatively new field (maybe only two decades old), which considers the ways in which adults learn and then designs and develops tools to advance learning. The appropriate learning theory behind adult learning is called androgeny. These tools may be digital or paper-based. Instructional design technology professionals work in a variety of settings and industries, including pre-K-12 schools, colleges and universities, as well as businesses, corporations and governmental agencies. Working in the field doesn’t require you to be a teacher, although teachers do learn the discipline to enhance or advance careers.
Bachelor’s degree programs in instructional design technology are rare. Master’s, post-master’s and doctoral degree programs, as well as post-baccalaureate certification programs, are more commonly offered.
Certificate Programs
Certificate programs in instructional design technology are frequently geared towards individuals who are certified and licensed teachers and take approximately one year to complete. You might find the core coursework varies since some programs provide specialization tracks, such as distance learning, educational technology or training development. Most programs should offer you foundational courses in instructional design and interactive media in learning.
Master’s Programs
Master’s programs and post-master’s programs are typically open to anyone with a bachelor’s degree, either in education or another discipline. These programs may grant either a Master of Arts (M.A.) or Educational Specialist (Ed.S.) degree, and many of these programs are offered online. Graduate programs can vary in length, and some programs require you to complete your curriculum within five years. Common courses cover topics such as tools for learning, web-based technology, instructional course authoring and interactive technology. In addition to required coursework, you are expected to complete a thesis project.
Some interesting links
Here are a few inks to help you understand this dichotomy:
- Instructional Technology vs Educational Technology
- Career Alignments
- The Future of Instructional Design
- Instructional Design Help Page
ADDIE and K-12
Most of those who have been in either an Instructional Technology or a Curriculum & Instruction program have been learning the ins and outs of ADDIE and ASSURE from A to Z. (In case you hadn’t figured this out, that is why we reviewed it last week). Some of you may have been questioning whether either or both of these models have any relevance to your own situation, especially if you teach in the K-12 environment.
Truth be told, NONE of what we are teaching and preaching in these courses fits all situations. I mean, constructivism, as valuable a tool that it is, does not work in all situations… especially with beginners and those being introduced to a topic for the first time.
Even LECTURES have a place in teaching…. the trick is to know WHEN they are appropriate…
As this is a course in Instructional Design, we should spend at least some time with this.. thinking about learning theories and instructional delivery systems and be making some determinations as to their effectiveness in their specific situations… that is exactly the plan for this course.
Because we have to look at ADDIE, ASSURE, Gagne, ARCS, etc., one should not complete their Masters Degree program without reading and digesting Clemente and Martin’s seminal treatise on why ADDIE may NOT be appropriate for K-12. Very few of you have ever even heard of this article, even though is was written over 20 years ago.
That’s what makes the article intriguing… the fact that it was written that long ago.
We need to discuss the basic fundamental difference between K-12 and business training models. The primary difference, from an organizational point of view is that in business, often instruction is supported by two individuals: 1-the instructional designer (ID) who designs the course and writes the ‘script’ and 2-the platform person (i.e., instructor) who teaches/’says’ the course.
Most often, the ID and instructor are one and the same… this might not be true for smaller companies… but look at the case with Full Sail, for example, the courses are ‘managed’ by course directors and assistant directors, and ‘taught’ by lab techs… so they add a third person to the fray…. A K-12 teacher, on the other hand, is faced with designing, developing, implementing, AND teaching a course is faced with time constraints. serious ones to boot… which leads us to the discussion topic for this cycle.
First, read the article below that was published 30 years ago and whose authors make the argument that Instructional Systems Design (ADDIE in particular) may not be relevant in the K-12 environment. Spend some time thinking about it and how it relates to your current situation. Then post your arguments as to whether you agree or disagree with the authors’ premise in the Drop Box .
Here’s the citation:
Martin, B. & Clemente R. (1990). Instructional systems design and public schools. Educational Technology Research and Development, 38(2), 61-75, DOI: 10.1007/BF02298270