Saturday, September 02, 2006
Book Review
I decided to do my book review on a fieldbook version of Peter Senge's The Fifth Discipline. I have heard this book requested multiple times at the library, and I wanted to see what it was all about. Has anyone read this book before? If so, please let me know what you thought of it. Thanks!
Sunday, August 27, 2006
Summary & Reflections on Chapters 1 & 26 for 8/31
In Chapter 1 of Trends and Issues in Instructional Design and Technology, Reiser points out that a comprehensive definition of our field has never been established, as each researcher has his/her own aspect of the field upon which he/she concentrates and feels their aspect is the "heart" of IDT. While organizations may adopt one definition, the field as a whole has never agreed upon one. (p.2 & 3)
From the 1900s to the 1920s, great focus was placed on the "visual instruction", in other words, on the media used to present that instruction. (p.3)They used graphs, pictures, exhibits, maps, charts, etc (Dorris, 1928, p.6).
From the 1920s to the 1950s, the "visual" changed to "audiovisual" and included television programming and radio broadcasting. (p.3)
In the 1950s, 1960s and 1970s, the term instructional design concentrated on our field involving a process - "planning, production, utilization and management." (p.3 & 4)
In the late 1970s, in particular, the meat of the definition revolved around a "systematic design process," and the 1977 definition was the first to mention the analysis phase and "human learning problems." (p.5 & 6)
The year 1994 brought a theory and practice-focused definition. It also labelled teachers as "resources for learning." (p.6)
The most recent definition from the AECT in 2006 emphasizes a student-based control of learning, where we as instructional designers provide the learning environment and allow students to interpret it in their individual way. (p.6)
The text's definition and terminology is most effective, incorporating past and present practices and speaking to the future of the field through an emphasis on research and theory. (p.6 &7)
As someone who is a newbie to the field of educational technology, I really benefited from this chapter, as it gave a broad historical overview. The definitions really pointed out the everchanging nature of IDT, with new emphases emerging from the research being done.
Current research that most libraries are interested in revolves around the technologies involved with the social web, user-centered media. In the libraries, everything we do focuses on the customer - what do we need to do to facilitate their learning environment. Librarians are essentially teachers, instructional designers who provide an environment to learn in.
Here is the definition of Education Technology that Jade Coutts and I came up with in class (8/24/06):
"Educational technology is the integration of learning tools and innovative processes to enhance the learning environment to promote communication and socialization in education."
I think the definition above incorporates the two aspects emphasized in the text definition - "use of media for instructional purposes and the use of systematic instructional design procedures." (p.7)
Although the definition is broad, we felt it needed to be, especially in a field that is broad itself. We also incorporated "communication" and "socialization" into our definition because we feel these two processes are integral parts of what we do on a daily basis as practicing professionals in the field of IDT.
In Chapter 26, I found three associations that would be beneficial to me to join and too many journals to publish in. The American Educational Research Association (AERA), the Association for Educational Communication and Technology (AECT), and the Society for Applied Learning Technology (SALT) all seemed to fit with my interests. All of these are located in the "Professional Organizations" section of our program page.
I chose to look into two journals that were in this chapter - Journal of Distance Education and the International Journal of Educational Technology. The UF Libraries subscribe to the electronic version of the Journal of Distance Education from 1986 to present. The UF Libraries subscribe to this journal through open access from years 1999 to 2002. When the time comes to publish, I will go back through the list of journals here to figure out which one matches best with the article I wish to publish.
From the 1900s to the 1920s, great focus was placed on the "visual instruction", in other words, on the media used to present that instruction. (p.3)They used graphs, pictures, exhibits, maps, charts, etc (Dorris, 1928, p.6).
From the 1920s to the 1950s, the "visual" changed to "audiovisual" and included television programming and radio broadcasting. (p.3)
In the 1950s, 1960s and 1970s, the term instructional design concentrated on our field involving a process - "planning, production, utilization and management." (p.3 & 4)
In the late 1970s, in particular, the meat of the definition revolved around a "systematic design process," and the 1977 definition was the first to mention the analysis phase and "human learning problems." (p.5 & 6)
The year 1994 brought a theory and practice-focused definition. It also labelled teachers as "resources for learning." (p.6)
The most recent definition from the AECT in 2006 emphasizes a student-based control of learning, where we as instructional designers provide the learning environment and allow students to interpret it in their individual way. (p.6)
The text's definition and terminology is most effective, incorporating past and present practices and speaking to the future of the field through an emphasis on research and theory. (p.6 &7)
As someone who is a newbie to the field of educational technology, I really benefited from this chapter, as it gave a broad historical overview. The definitions really pointed out the everchanging nature of IDT, with new emphases emerging from the research being done.
Current research that most libraries are interested in revolves around the technologies involved with the social web, user-centered media. In the libraries, everything we do focuses on the customer - what do we need to do to facilitate their learning environment. Librarians are essentially teachers, instructional designers who provide an environment to learn in.
Here is the definition of Education Technology that Jade Coutts and I came up with in class (8/24/06):
"Educational technology is the integration of learning tools and innovative processes to enhance the learning environment to promote communication and socialization in education."
I think the definition above incorporates the two aspects emphasized in the text definition - "use of media for instructional purposes and the use of systematic instructional design procedures." (p.7)
Although the definition is broad, we felt it needed to be, especially in a field that is broad itself. We also incorporated "communication" and "socialization" into our definition because we feel these two processes are integral parts of what we do on a daily basis as practicing professionals in the field of IDT.
In Chapter 26, I found three associations that would be beneficial to me to join and too many journals to publish in. The American Educational Research Association (AERA), the Association for Educational Communication and Technology (AECT), and the Society for Applied Learning Technology (SALT) all seemed to fit with my interests. All of these are located in the "Professional Organizations" section of our program page.
I chose to look into two journals that were in this chapter - Journal of Distance Education and the International Journal of Educational Technology. The UF Libraries subscribe to the electronic version of the Journal of Distance Education from 1986 to present. The UF Libraries subscribe to this journal through open access from years 1999 to 2002. When the time comes to publish, I will go back through the list of journals here to figure out which one matches best with the article I wish to publish.
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