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Top Trends in Instructional Design and Technology

The field of Instructional Design and Technology (IDT) has been molded and refined by many innovations and technological advancements over the years. IDT involves “the analysis of learning and performance problems, and the design, development, implementation, evaluation and management of instructional and non instructional processes and resources intended to improve learning and performance in a variety of settings, particularly educational institutions and the workplace” (Reiser & Dempsey, 2012, p. 12). This paper discusses the following top trends in the field of Instructional Design and Technology- performance improvement, constructivism, knowledge management, performance support, online learning, informal learning, social media, educational games, learning sciences, and mobile learning, as stated by Reiser (2012).

Performance Improvement

This can be defined as the use of techniques and methods, both instructional and non-instructional, to enhance performance (Reiser, 2012). Performance improvement can be achieved by means which include learner motivation, constructive feedback, office re-design as well as mentoring (Reiser, 2012). Learning about learning is also an important strategy which can improve performance (Watkins, 2010).

Constructivism

According to Mascolol and Fischer (2005), “Constructivism is the philosophical and scientific position that knowledge arises through a process of active construction” (as cited in Ferguson, 2007, p. 28). In constructivism, instruction is connected to the application and importance of learning, real tasks are designed to enhance transfer of learning and learners should take the lead in problem solving (Reiser, 2012).

Knowledge Management

This is the collection, storing and utilization of relevant information, expertise and insight within and between communities of individuals and institutions with similar interests or needs (Reiser, 2012). According to Spector (2002), as knowledge management “tools become more widely used to support the planning, implementation and management of instructional systems and learning environments, it is reasonable to expect the nature of instructional design practice to change” (p. 37).

Performance Support

This is a system that gives individuals varying levels of access to information and materials that enhance performance at the time of need, for example, Global Positioning Systems (Reiser, 2012). According to the ASTD 2008 State of the Industry report, 72% of employees in major organizations surveyed reported using electronic performance support (Reiser, 2012).

Online Learning

The percentage of online learning has increased considerably over the years up to 27.5% in 2009 (Reiser, 2012). According to Synder (2009), “the Internet provides a powerful delivery system for learning. With improvements in web-based applications and information technology come new opportunities and challenges for educators to design, develop, and deliver effective instruction” (p. 48). Instructional design skills are really necessary to prepare effective online learning (Reiser, 2012).

Informal learning

Informal learning is an unstructured and unscheduled way in which individuals learn. Informal learning can be through social media, peer to peer coaching, emails, lunch and learn and accounts for up to 70% of mode of workplace learning (Reiser, 2012).

Social Media

Social media enables individuals to create and present information, and collaborate with others via the internet (Reiser, 2012). According to Robyler, McDaniel, Webb, Herman, and Witty (2010), social media sites like Facebook have been widely utilized by students and have the potential to become an important resource to support student-faculty collaborations.

Educational Games

The use of educational games in learning environments has been increasingly prevalent. Instructors can use digital games to enhance learner engagement and learning content (Spires, 2015). Well designed educational games have clear goals and rules, constant feedback and provide adaptive challenges (Reiser, 2012).

Learning Sciences

Learning sciences studies teaching and learning, and include the fields of cognitive science, educational psychology, computer science, anthropology, sociology and neuroscience (Nathan & Sawyer, 2014). It focuses on creating learner centered environments and examines learning from several perspectives (Reiser, 2012).

Mobile Learning

Mobile devices are being used as learning tools in both formal and informal settings and it is important to take advantage of the pedagogical and technical benefits of mobile technology (Jeng, Wu, Huang, Tan, & Yang, 2010). Three central features of mobile learning highlighted by Kearney, Schuck, Burden, and Aubusson (2012), are authenticity, collaboration and personalization. Examples of portable devices that enhance the learning experience are smartphones and tablets. Advantages include relatively low cost of technology and portability (Reiser, 2012).

Conclusion

As many innovations and advancements shape the field of Instructional Design and Technology, IDT specialists need to continue to keep pace with these changes and collaborate with each other to enable the continued development if IDT. These trends in IDT show that the field continues to evolve rapidly.

References

Ferguson, R. L. (2007). Constructivism and social constructivism. Theoretical Frameworks for Research in Chemistry/science Education, (1994), 28–49. Retrieved from http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivism

Jeng, Y., Wu, T., Huang, Y., Tan, Q., & Yang, S. J. H. (2010). The add-on impact of mobile applications in learning strategies: A review study. Educational Technology & Society, 13, 3–11. Retrieved from http://search.proquest.com/openview/56f261d27255e2b43088065ababa229c/1?pq-origsite=gscholar

Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology, 20(1). Retrieved from http://doi.org/10.3402/rlt.v20i0/14406

Nathan, M. J., & Sawyer, R. K. (2014). Foundations of the learning sciences. In Handbook of the learning sciences, (2nd ed.), 21–43. Retrieved from http://doi.org/10.1017/CBO9781139519526.004

Reiser, R. A. (2012). Ten trends affecting the field of instructional design and technology. Retrieved from http://www.teachers.fju.edu.tw/files/1011/1010516PPT.pdf

Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology (3rd ed.). Boston, MA: PEARSON.

Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. The Internet and Higher Education, 13(3), 134–140. Retrieved from http://doi.org/10.1016/j.iheduc.2010.03.002

Spector, J. M. (2002). Knowledge management tools for instructional design. Educational Technology Research and Development, 50(4), 37–46. Retrieved from http://doi.org/10.1007/BF02504983

Spires, H. a. (2015). Digital game-based learning. Journal of Adolescent & Adult Literacy, 59(2), 125–130. http://doi.org/10.1002/jaal.424

Synder, M. M. (2009). Instructional-design theory to guide the creation of online learning communities for adults. TechTrends, 53(1), 48–56. http://doi.org/10.1007/s11528-009-0237-2

Watkins, C. (2010). Learning, performance and improvement. INSI Research Matters, (3), 2–15. Retrieved from http://eprints.ioe.ac.uk/id/eprint/6401

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