{"id":463,"date":"2018-09-11T18:45:29","date_gmt":"2018-09-12T01:45:29","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/?p=463"},"modified":"2018-09-12T09:18:39","modified_gmt":"2018-09-12T16:18:39","slug":"unit-1-a3-years-of-edtech-relevancy-from-the-past","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/unit-1-a3-years-of-edtech-relevancy-from-the-past\/","title":{"rendered":"Unit 1 A3: The Years of EdTech – Relevancy from the Past"},"content":{"rendered":"

The Reiser (2001) articles were an excellent overview of the history of instructional design and technology, and I appreciated the comprehensive definition of the field. Weller (2018) mentioned Audrey Watters from Hack Education (as well as she was on the reading list)<\/em>, and I enjoyed her articles even more where she highlighted lost opportunities, and the continued failure of learning institutions to embrace educational technology and utilize it to its fullest potential to support learning. I also liked the Wellers (2018) article: Twenty Years of Edtech (and having a print engineer and magazine publisher background I admired the editing and the illustrations of the print\/pdf version)<\/em>. The dates though were confusing, seemingly for others as well, as they raised this issue in the comments. Weller (2018, p. 36) states in his preamble that the list is personal, and he has \u201cbeen rather arbitrary in allocating a specific year: the year is not when a particular technology was invented but, rather, when it became\u2014in [his] view\u2014significant.\u201d Mentioning both dates for every item would have been advisory.<\/p>\n

After reading the Reiser articles, it becomes apparent the instructional media affected instructional design throughout history. In my mind, and in my definition educational media is part of the instructional design and not equal partners. Are there many examples of instructional design influencing instructional media? It was not emphasized in the Reiser articles though I assume learning management systems were created and shaped that way, and Weller\u2019s (2018, p. 39) article sort of supported this notion:<\/p>\n

\u201cPrior to the LMS, e-learning provision was realized through a variety of tools: a bulletin board for communications; a content-management system; and\/or home-created web page. \u2026 As e-learning became more integral to both blended-learning and fully-online courses, this variety and reliability became a more critical issue. The LMS offered a neat collection of the most popular tools, any one of which might not be as good as the best-of-breed specific tool but was good enough.\u201d<\/em><\/p>\n

Other examples of instructional design influencing instructional media could be the mentioned Second Life and Virtual Tools, PLE and few others (Weller, 2018).<\/p>\n

There were several \u2018lessons\u2019 in these articles; many apply to my work, some contradicts my experiences.<\/p>\n

Reiser (2001a, p. 60) stated that an increased presence of technology in the schools does not necessarily mean increased use of that technology for instructional purposes. A few years back, our web development program purchased ten smartphones to use them in team projects to test website responsiveness. It was great to have these smartphones but turned out to be an impulse buy as the instructor used them once or twice only\u2026 and those smartphones got outdated without any use, and the fascination with new technology distracted the instructor from his strategic objectives and course design. Reiser (2001a, p. 61) describes that when any new medium enters the educational system, the initial response is great interest and a feeling that it will revolutionize education, only to eventually have interest subside and the medium have no lasting effect on education. This was the case in the same program when it included iPad into the tuition for reading e-books and watching Lynda.com video tutorials. Although there was considerable interest from each faculty members, most of them did not integrate these tools into their curriculum and instructions.<\/p>\n

At the same time, this next one somewhat contradicted Reiser point: After careful consideration, surveys and brainstorming session, the iPad model has been changed. Earlier an iPad Mini was included for reading and watching the tutorials, and also testing a website\u2019s cross-browser compatibility. But all of the reading\/testing\/watching can be done with the help of other tools; thus, it was not necessary to carry that iPad. Currently, a regular iPad with iPencil is given to the learners, and the tool is integrated into the curriculum by teaching sketching, wireframing and prototyping on it directly and using it while working in teams on the same wireframes sharing the documents on Educational G-Suite, present ideas to the project clients on them etc. The use of the iPencil makes it relevant, useful and unique, as well as exciting. So, in this case, it contradicts the same lesson as shiny new items can have a lasting effect with careful instructional design to provide meaning.<\/p>\n

As Weller\u2019s (2018, p. 48) concluded in his article: \u201c[s]ometimes [technology innovations] come with strong accompanying educational frameworks, but other times they are a technology seeking an application.\u201d<\/p>\n

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Illustration credit:\u00a0Mark Allen Miller, \u00a9 2018, used for only educational purposes from\u00a0https:\/\/er.educause.edu\/articles\/2018\/7\/twenty-years-of-edtech#fn1<\/em><\/p>\n

References<\/p>\n

Reiser, R. A. (2001a). A history of instructional design and technology: Part I: A history of instructional media.\u00a0Educational Technology Research and Development<\/em>, 49(1), 53\u201364. https:\/\/doi.org\/10.1007\/BF02504506<\/p>\n

Reiser, R. A. (2001b). A history of instructional design and technology: Part II: A history of instructional design.\u00a0Educational Technology Research and Development<\/em>, 49(2), 57\u201367. https:\/\/doi.org\/10.1007\/BF02504928<\/p>\n

Watters, A. (2014). The History of the Future of Ed-Tech, Chapter 1. In\u00a0The monsters of education technology<\/em>. Licensed under the Creative Commons CC BY-SA.<\/p>\n

Watters, A. (2014). Un-fathomable: The Hidden History of Ed-Tech, Chapter 2. In\u00a0The monsters of education technology<\/em>. Licensed under the Creative Commons CC BY-SA.<\/p>\n

Weller, M. (2018). Twenty Years of Edtech. Educause Review, 53<\/em>(4). Retrieved from https:\/\/er.educause.edu\/articles\/2018\/7\/twenty-years-of-edtech<\/p>\n","protected":false},"excerpt":{"rendered":"

The Reiser (2001) articles were an excellent overview of the history of instructional design and technology, and I appreciated the comprehensive definition of the field. Weller (2018) mentioned Audrey Watters from Hack Education (as well as she was on the reading list), and I enjoyed her articles even more where she highlighted lost opportunities, and […]<\/p>\n","protected":false},"author":99,"featured_media":465,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[6],"tags":[],"class_list":["post-463","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lrnt523"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/posts\/463","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/users\/99"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/comments?post=463"}],"version-history":[{"count":10,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/posts\/463\/revisions"}],"predecessor-version":[{"id":526,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/posts\/463\/revisions\/526"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/media\/465"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/media?parent=463"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/categories?post=463"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0057\/wp-json\/wp\/v2\/tags?post=463"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}