Rapidly Considering IT in ID Models

From morguefile.com

Considering a number of Instructional Design models, I think essential components for design would include:

• Analysis or learners' needs and skills
• Determining objectives/goals
• Selection of resources and materials
• Creating a roadmap, blueprint (the essential design)
• Developing a prototype
• Implementation 
• User feedback
• Evaluation - formative and/or summative
• Possible revisions 

Issues in regard to information technology need to be addressed primarily in the component of selection of resources and materials. It is in this component that the designer would have to determine whether the use of technology would be beneficial to meet some or all of the needs of the learners while also considering the skill level of the learners in regard to the use of technology. Thus, when applicable, information technology would also be addressed in analysis of the learner's needs and skills.

If technology will be part of the ID design, then creating the design (the roadmap or blueprint) will require issues to be addressed on how the technology will be implemented into the design. Additionally, the prototype will need to have the technology available and functional for implementation. Depending on what feedback is received from the users, changes and modifications may need to be made to the technology.

One model that I read about which takes into consideration information technology is the Gerlach and Ely Instructional Design Model. It was initially designed in 1971, so I was surprised to read that it considered technology, or as it stated in the wiki I read, the model "supports media rich instruction." I really thought some of the components that were part of the model would be beneficial in considering information technology. For instance, the allocation of space and the allocation of time are two essential components in regard to using technology that few, if any, of the ID models I reviewed specifically considered. Perhaps the use of space being applied to the digital space was not Gerlach and Ely's intent, but the digital space created or presented, whether it is through software or online learning platforms/Web 2.0 applications, is a very important component to be considered when designing instructional material that includes technology. Additionally, the factor of time when engaging in the use of technology for educational goals and objectives is also paramount. This is evident in research. Both Bradshaw, Powell and Terrell (2005) and Holley and Dobson (2008) discuss the implications of time allotment in learning when they report that the flexibility of online technology allowed students to engage in learning at times most convenient to them.

Another model that takes into consideration information technology is rapid prototyping. Within the model of rapid prototyping is the ability to make changes quickly before full implementation as well as the ability to revise the system to adapt and meet the changing needs of the learners and the learning environment. As indicated in "Cognitive Approaches to Instructional Design," a model like rapid prototyping has value in "the design of computer-based systems." Technology that is both powerful and flexible can be of great use in instruction. The rapid prototyping model fits well for such technologies because it allows for the testing of "the effectiveness and appeal of a particular instructional strategy" and helps designers to "break out of the linear approach of design."

While older Instructional Design models may not consider information technology, or may not fully address how we are using technology today, it is clear they still possess vital components that can affect how we implement information technology in the overall instructional design. Further, some models, such as rapid prototyping, provide practical ways to consider how changes can be made quickly as the learners grow in their use and familiarity with technology, and the learning environment changes as the technology advances.