Instructional design and development ETEC 561 Ch 1-3

Instructional design and development ETEC 561 ch 1-3 blog

    My definition of instructional technology was very simplistic coming into this course. Essentially,  media used to enhance the learning experience.  I hadn't considered the process of design.  To me, all that existed was curriculum development and the use of selected media the instructor may choose to present material and complete the objectives of the course.

     Keep in mind I am fairly new to the education profession.  I started out as an experienced respiratory therapist asked to instruct clinical hours for a local college respiratory therapy medical program.  I don't have the extensive background in education most of you possess so please forgive my ignorance that may be displayed in some of my comments.

   The experience of instructing for a formal medical program is exactly what lead me to learn more about teaching.  I saw the problems first hand in believing expertise in your field of study would be enough to teach.  It is a smaller part than I imagined.  After reading chapter one, I have a better concept of instructional technology, the history behind it and the process that leads to the development of an effective learning program.


     My only example of a lesson adhering to the six characteristics of instructional design would be my clinical class.  Students must demonstrate a particular skill and display knowledge of  the circumstances when this skill is necessary or contraindicated and why. This test must be passed in a lab before the student can participate in patient care in the hospital setting.   Students are supervised by a licensed professional, however they must perform the skill once again in actual patient care. A vigorous verbal exam accompanies as part 2 of the assessment.  If the student fails any part of the exam they must retake it. Second failure results in the student retaking the initial lab portion with the program director. They still must pass the hospital portion.  Students not passing the last attempt are dismissed from the program.  In my limited experience, I believe this class adheres to all six characteristics of instructional design.


One:  Student Centered-We work with the students in additional lab time and incorporate the use of scenarios and simulations to help the student apply skills  in multiple practice sessions after the initial learning class.

Two:  Goal Oriented- In allowing students face time with real patients in the field, not only do they master needed skills but realize the responsibility of caring for others respectfully.  The goals of becoming professionals are met as well.
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Three: Meaningful Performance- Understanding the need for the skills acquired are presented by the students to the instructor at the end of each clinical session.

Four: Outcomes are measured by a standardized rubric covering skills, knowledge, ethics and professionalism.

Five:  Self correcting- Students are made aware of areas needing improvement and failure .  Provisions are built into the program to assist their learning, however, it is up to the student to improve or perfect the skills failed.

Six:  Team effort- Once in the hospital setting, students work together as teams in patient care, problem solving, critical thinking and skills development.


     In the third chapter, I agree with Reiser taking out teachers, chalkboards and textbooks in his explanations and descriptions.  I didn't at first.  After reading the chapter I understood teachers, chalkboards and textbooks are the three elements that have always existed in instructional design when other mediums had come and gone.  Reiser is discussing the historical differences between instructional media and instructional design.  Of course teachers, blackboards and textbooks are media, however they are a constant, woven into education from the beginning as designers of instruction and the media historically used in learning.  That said, Reiser excluded them in the discussion of historical inputs leading to changes in the profession of instructional technology. Because teachers, books and blackboards belong to both categories (design and media) it is best to set these factors aside when considering the historical influences coming from each separate section of instructional design.   His goal is to better differentiate the impact of historical inputs and study any lasting impacts.


     I don't believe the purpose of instructional design is solely to incorporate media into instruction.
The goal is to create a system providing the best learning experience for as many different types of learners as it can while creating a meaningful way to measure skills learned.  The mission and goals of instructional design by nature should consider any media system that allows for more widespread student success.