To Infinity and Beyond!

Endurance

What is the future of our field?  Although I cannot predict with certainty, I can identify three enduring areas in the field of instructional design and technology:

• The application of learning theories to instructional design and technology efforts
• The implementation of virtual work environments
• The use of systematic models to guide instructional design efforts

Learning Theory

Of the theories developed prior to the use of technology in education constructivism is fits our modern way of learning the best.  Learners who perform cognitively undemanding tasks in isolation are shrinking.  Constructivism offers instructional designers a theory that accounts for the increasingly social nature of learning and the knowledge individuals possess relating to the new information presented.  Problem-based learning is an example of a constructivist approach.  The instructional method transfers beyond the classroom doors because it is based on developing solutions to real-world situations.

George Siemens’ 2004 article communicates the importance of moving beyond prior to technology-enhanced learning experiences.  Connectivism, which incorporates principles of chaos, network, and self-organization theories, may be the applicable learning theory of the future.  The theory’s structure mirrors the way we now “mash-up” software applications to match our own needs.  Just like a mash-up, connectivists seek to do more with current knowledge rather than sticking to original intent.  The process of decision-making equals learning gains and the opinions of others is important.  Knowledge moves from static, universal truth, to a mutable body of ideas.

Virtual Work Environments

Imagine you are a business owner (pick any industry).  How much would it cost you to hire the most qualified individual for every position?  What if they were sprinkled around the world?  Could you afford to relocate them?

Virtual Workers Meeting in Second Life

In the past, there was a narrow perspective about the notion of work.  People earned degrees or certificates aligned to one field then gained employment within commuting distance (often with the same company) through retirement.  Technological advances dramatically changed the way we work and will support the growing virtual workforce.  Entire companies are now staffed with global, virtual workforces who work at a distance to support organizational goals.  In 2001, Jack Hughes’ company TopCoder employed roughly 175,000 individuals from over 200 countries.

Digital collaboration tools combined with virtual managerial strategies make distance work a viable option for companies.  The notion of anytime, anyplace work based on individual interest and talent makes working at a distance an attractive option for many workers.

A number of workers seek single-company employment to gain a comprehensive benefit and retirement package.  As the virtual workforce increases, we can expect demands for those perks to shift.  Workers in countries that offer universal healthcare and portable retirement plans offer support to virtual workers that the United States does not.  Our country’s economic competitiveness may suffer if we continue to burden industry with providing for individual’s health and retirement needs.

Systematic Instructional Design Models

Google’s search engine displays 6,180,000 hits for the term “instructional design model”.  Adding the term “future” to the string yields 1,040,000 hits.  It appears that the future of our field’s models, providing a methodology for our work, is considered less often than current or historical perspectives.  Given the evolution of all things technological, it is imperative that we review our tried and true models to ensure that work processes match the world in which they are embedded.

The field of instructional design and technology has produced “more…models than there are elements on the periodic chart” according to J. Michael Spector.  The models are differentiated by factors such as “content, setting…underlying learning theory, delivery mode, and so on.”  Frankly, there are too many models. Researchers who propose 21^st century modifications to existing models rather than developing and entirely new model move our design process forward.

Overlapping Design Models and Learning Theories, Dr. T.J. Kopcha

Brent Wilson’s description of two approaches, the old and the emerging, provide guidance for transforming models to fit emerging learning needs.  Comparisons such as this are the starting point for discussions that ensure our field of instructional design and technology remains current.

Construct	Current	Future
Core Models and Ideas	ISDLearning theoryInstructional theoryTechnology-mediated learning	Maintain flexibility and a commitment to pluralism in ideology and theory baseAlways be open to change in the canon and entry of new ideas and mode
Methods of Work	Locally developed solutions, both quick-and-dirty and validatedLocal methods reflecting a value consensus of workers, clients, and sponsorsGoing beyond established rules with professional commitment and craft-like attention to detail	Established research methods, particularly experimental designsFull range of reasoned inquiry, including:Qualitative and quantitative methodsDesign/developmental researchAction researchDocumentation of best practices Local and applied research (e.g., program evaluations; product evaluations; performance and needs assessments; usability studies; policy studies; cost-benefits and resource analyses; strategic planning; case descriptions of professional practice)

I look forward to participating in the theoretical shift that will will move the field of instructional design and technology to infinity and beyond.