Week 2 - Definitions of the Field

So far I have just taken a couple of classes within IST. I started in a program that was more a UX design focus and realized I cared more about the instructional piece and made the switch. I have struggled to understand just what Instructional Systems Technology means and how to explain it to those inquiring about what I am studying. After reading this week, I’m more convinced trying to define and explain it to anyone so they will understand what I am doing is not likely to happen! The field is far larger and more inclusive than I expected. Reiser’s historical account of the field, “What field did you say you were in?” is helpful in understanding where we have been and how we arrived where we are now. A few things caught my attention from this reading and relate to my prior experiences.

I am personally stuck on the very early definitions of the field. “Early definitions of the field of instructional technology focused on instructional media—the physical means via which instruction is presented to learners” (Reiser, 2018, p. 1). This is why I am pursuing IST! In the early years, instructional designers were creating materials to accompany and aide teaching specific outcomes. In more recent years, instructional technology definitions have shifted to include nearly anything that touches learning—the process of learning, the psychology of learning, the tools of learning, the interactions of learning, the cycles of learning, etc. There is also a significant shift in how instruction should be given and how the learner is actively involved in the process. These mindsets parallel my time working as a facilitator of outdoor education and experiential education. Participants always asked “are we doing it right?” and “doesn’t it get tiresome doing the same thing over and over again?” Sure some things were done similarly to other groups and certain themes were quite common but what they rarely understood was that no two groups were the same. The learning came when we were debriefing their experience and attempting to apply their new-found knowledge to other situations. Even young facilitators struggled to keep the experience open, allowing a group space to create a unique experience. The more weathered facilitators were able to roll with adaptations and adjustments with ease. We often referred to our “bag of tricks” which was simply the physical and mental props we brought to each experience. I would call instructional design & technology an educator’s bag of tricks—everything that allows them to create effective learning opportunities.

 

Reiser, R. A. (2018). What field did you say you were in? Defining and naming our field. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4th Ed.), (pp. 1-7). New York, NY: Pearson Education.

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