Michael Molenda
Indiana University, School of Education, Faculty Member
Research Interests:
Research Interests:
The origins and evolution of instructional technology and instructional design are treated in this chapter as separate concepts, although having intertwined histories. As with other technologies, their origins can be traced to the... more
The origins and evolution of instructional technology and instructional design are treated in this chapter as separate concepts, although having intertwined histories. As with other technologies, their origins can be traced to the scientific discoveries on which they are based. Early in the twentieth century, new discoveries in optics and electricity stimulated educators to the adoption of technological innovations such as projected still pictures, motion pictures, and audio recording. Individuals and, later, groups of affiliated professionals promoted enriching learning by adding visual and, later, audiovisual resources where verbal presentations previously dominated. As radio broadcasting grew in the 1930s and then television in the 1950s, these mass media were perceived as ways to reach audiences, in and out of school, with educative audiovisual programs. In the 1960s, the wave of interest in teaching machines incorporating behaviorist psychological technology engendered a shift ...
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests: Psychology and Routledge
Research Interests:
Following a review of the literature on classifying teaching-learning arrangements, conducting a conceptual analysis of the basic elements of instruction, and carrying out a conceptual synthesis, the authors propose that the basic... more
Following a review of the literature on classifying teaching-learning arrangements, conducting a conceptual analysis of the basic elements of instruction, and carrying out a conceptual synthesis, the authors propose that the basic elements of instruction—learner, facilitator, resources, setting, and communication pattern—can be combined into eight different configurations, comprising a typology that encompasses all of commonly used arrangements for teaching and learning in faceto-face instruction, in online instruction, and in every other type of organized instruction. The eight communication configurations are: Presentation, Demonstration, Whole-Class Discussion, Small-Group Discussion, Tutorial, Repetition, Study, and Expression. Review of Literature on Classifying Teaching-Learning Arrangements In one of his early books, Robert Gagné proposed a typology of what he called modes of instruction (Gagné, 1965). Gagné (1965) outlined six different modes of instruction: tutoring, lectur...
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
ED279319 - Toward Transformation: How the Use of Technology to Improve Instructional Productivity Depends on Classroom Structural Reorganization.
Research Interests:
This chapter surveys the history of the concept of instructional design as it is known in the educational technology field. Obviously, there are as many ways of preparing instruction as there are teachers and trainers. Often the approach... more
This chapter surveys the history of the concept of instructional design as it is known in the educational technology field. Obviously, there are as many ways of preparing instruction as there are teachers and trainers. Often the approach is more intuitive than deliberate. If deliberate, the approach may follow any of a number of different paradigms. For example, in the early days of audiovisual education, most media producers followed a planning process borrowed from commercial filmmaking-the treatment and script. Nowadays, creators of instructional products may look to design traditions such as those in architecture, graphics, fine arts, software engineering, and product design. Within educational technology, however, the dominant paradigm is the systems approach to the design of instruction, the essence of which is ''to subdivide the instructional planning process into steps, to arrange those steps in logical order, then to use the output of each step as the
Research Interests:
Research Interests:
Research Interests:
EJ538005 - An Agenda for Research on the Educational Media and Technology Profession.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
I raining in business settings and instruction in academic settings have never taken place in a vacuum, but in earlier times many instructional technology professionals behaved as though they did. Models of instructional systems design... more
I raining in business settings and instruction in academic settings have never taken place in a vacuum, but in earlier times many instructional technology professionals behaved as though they did. Models of instructional systems design (ISD) placed training and instruction at ...
Research Interests:
EJ214704 - The Diffusion Simulation Game.
Research Interests:
Research Interests:
EJ170275 - The 1976 AECT Member Opinion Survey: Opinions on Issue Facing AECT.
Research Interests:
Research Interests:
EJ160735 - The 1976 Member Opinion Survey.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
EJ639495 - Technology in Education: The Boom Is Behind Us.
Research Interests:
This chapter surveys the history of the concept of instructional design as it is known in the educational technology field. Obviously, there are as many ways of preparing instruction as there are teachers and trainers. Often the approach... more
This chapter surveys the history of the concept of instructional design as it is known in the educational technology field. Obviously, there are as many ways of preparing instruction as there are teachers and trainers. Often the approach is more intuitive than deliberate. If deliberate, the ...