Jason K. McDonald

Learning from programmed instruction: Examining implications for modern instructional technology

This article reports a theoretical examination of several parallels between contemporary instructional technology (as manifest in one of its most current manifestations, online learning) and one of its direct predecessors, programmed instruction. We place particular focus on the unterlying assumptions of the two movements. Our analysis suggests that four assumptions that contributed to the historical demise of programmed instruction—(a) ontological determinisms, (b) materialism (c) social efficiency, and (d) technological determinism—also underlie contemporary instructional technology theory and practice and threaten its long-term viability as an educational resource. Based on this examination, we offer several recommendations for practicing instructional technologists and make a call for innovative assumptions and make a call for innovative assumptions and theories not widely visible in the field of instructional technology.

Technology I, II, and III: Criteria for Understanding and Improving the Practice of Instructional Technology

In this paper we describe the criteria of Technology I, II, and III, which some instructional theorists have proposed to describe the differences between a formulaic and a reflective approach to solving educational problems. In a recent study, we applied these criteria to find evidence of a technological gravity that pulls practitioners away from reflective practices into a more reductive approach. We compared published reports of an innovative instructional theory, problem-based learning, to the goals of the theory as it was originally defined. We found three reasons for technological gravity, as well as three approaches some practitioners have used to avoid this gravity. We recommend that instructional technologists adopt our three approaches, as well as the criteria of Technology III, so they may better develop instruction of a quality consistent with the innovative instructional principles they claim, and that best characterizes the goals they have for their practice.

Imaginative instruction: what master storytellers can teach instructional designers

Good instructional storytelling engages students’ attention and cognitive abilities to the end of more effective learning, and instructional researchers have discussed whether the principles of storytelling could lead to the same or similar results if applied to educational situations beyond only telling traditional stories. But despite this potential, the principles of storytelling are seemingly underutilized by today’s instructional designers. This study investigates what instructional designers might learn from another design field that is more experienced in the art of storytelling, specifically that of film production. Eight filmmakers who have successfully produced films that motivate, inspire, and educate were interviewed to discover what they know about the topic of creating effective instructional stories. The results of these interviews, which will help instructional designers learn and apply storytelling principles, are analyzed to help further illustrate an inventive approach for the creation of instructional environments. Einfallsreiche Anweisung: Was können hervorragende Geschichtenerzähler Unterrichtsdesignern beibringen? Einige Unterrichtsforscher haben vor kurzem erörtert, ob die Prinzipien von Geschichtenerzählen zu die gleichen oder ähnlichen Ergebnissen führen könnten, wenn sie auf Bildungssituationen über nur traditionelle Geschichten hinaus angewandt werden. Allerdings scheinen die Prinzipien von “storytelling” durch die heutigen Unterrichtsdesigner nicht voll ausgenutzt zu werden. Diese Studie untersucht, was Unterrichtsdesigner aus einem anderen Entwurfsfeld lernen könnten, das in der Kunst von “storytelling,” besonders dem von Filmproduktionen, erfahrener ist. Acht Filmproduzenten wurden interviewt, um herauszufinden, was sie über das Thema, “wirksame Unterrichtsgeschichten schaffen,” wissen. Die Ergebnisse dieser Interviews, die Unterrichtsdesignern helfen sollen, “storytelling”‐Prinzipien zu lernen und anzuwenden, werden analysiert, um weiter zu helfen, einen einfallsreichen Ansatz für die Schaffung von Unterrichtsumgebungen zu finden. Un Enseignement Imaginatif: ce que les Maîtres Conteurs Peuvent Apprendre aux Concepteurs de Programmes Educatifs Certains chercheurs en pédagogie se sont récemment demandé si les principes de la narration de contes pourraient conduire à des résultats identiques ou similaires si on les appliquait à des situations éducatives dépassant la simple narration de contes traditionnels. A la vérité, les principes de la narration des contes sont semble‐t‐il sous‐utilisés par les concepteurs de programmes éducatifs d’aujourd’hui. La présente étude examine ce que les concepteurs de programmes éducatifs pourraient apprendre d’un autre domaine où il y a une expérience plus grande de l’art de la narration du conte ce domaine étant la réalisation cinématographique. On a interviewé huit réalisateurs de films pour découvrir ce ce qu’ils connaissent de la création de contes authentiquement instructifs. On analyse les résultats de ces entretiens qui aideront les concepteurs de programmes à apprendre et à appliquer les principes de la narration de contes pour mettre en évidence une approche inventive de la création d’environnements d’apprentissage. Una Enseñanza Imaginativa: lo que los Maestros Cuentistas Pueden Enseñar a los Diseñadores de Programas Educativos Algunos investigadores en educación se han recientemente preguntado si los principios de la narración de cuentos pudieran conllevar resultados idénticos o parecidos si estuvieran aplicados más allá de la mera narración de los cuentos tradicionales. La verdad es que los principios de la narración de los cuentos están aparentemente infra‐utilizados por los diseñadores de los programas educativos de hoy. El presente estudio examina lo que los diseñadores educativos podrían aprender de otro campo con más experiencia en el arte de la narración de cuentos, ese campo siendo la producción de cine. Ocho directores de cine han sido entrevistados para descubrir lo que saben del tema de la creación de cuentos efectivamente instructivos. Los resultados de esas entrevistas que podrán ayudar a los diseñadores a aprender y aplicar los principios de la narrativa de cuentos han sido analizados para evidenciar un enfoque inventivo de la creación de entornos de aprendizaje.

Preparing the Next Generation of Instructional Designers: A Cross-Institution Faculty Collaboration

The ability of novice instructional designers to become skilled problem-solvers, who select and apply appropriate instructional design (ID) models in their work environments, are key competencies generally sought after in introductory ID courses. Yet, the proliferation of ID models, coupled with varied philosophies and practices about how ID is taught may pose challenges for ID educators seeking to prepare the next generation of leaders in the field. With little empirical research or documented best practices, ID educators are left to their own judgment about to how to navigate the practical challenges that can arise in the pursuit of their teaching goals. This paper shares insights on how ID educators across institutions teach introductory ID under varied conditions, and how ID educators can support each other in addressing challenges faced by those teaching introductory ID and seeking to improve their own practice. Using action research methods, we engaged in cross-institutional collaboration, sharing teaching approaches, philosophies, modes of delivery, instructional strategies, resources, models, and products of instructional design with each other as a means to understand and improve our own teaching practices. We also developed a model for cross-institutional faculty collaboration that is immersive, cyclical, and theory-based, and provides a guide for other ID educators to collectively engage in the work of supporting each other in the common goal of preparing the next generation of instructional design leaders.