Foundations
1. You read an article that discusses various definitions of the field throughout history.
Other articles that you have read also shed insight on who we are and what we do.
Consider both your own experience and your readings. What is your definition of our
field? Why?
2. Using what you consider to be the major historical milestones in our field as a
framework, discuss the relationship between Instructional Design and Instructional
Technologies in the past and in the future? Provide specific examples from your readings
to support your answer.
3. Give the pro and con arguments to Richard Clark’s contention that “media are mere
vehicles that deliver instruction but do not influence student achievement any more than
the truck that delivers our groceries changes our nutrition.” A) What does Clark’s
analogy mean? B) What is the logic and evidence in making and refuting this case? C)
Give examples of the kind of research Clark favors. What do the detractors say? D)
What do you believe about Clark’s arguments?
Instructional Design
1. What do you judge to be the desired outcome of using an instructional design process to
develop instruction? Is this outcome always achievable? How do we, as instructional
designers, know? How do our clients (e.g. students, customers, etc.) know?
2. Learning objectives have been central to our field for a very long time and there have
been several attempts to categorize learning objectives in the literature. From your
readings, broadly describe your view of learning outcomes-how many types you see as
important and how would you define them? Give examples.
3. As described by Gagne (1985) and Gagne, Briggs and Wager (1992), what is the origin
of the nine events of instruction? 1. Describe the relationship between internal human
learning processes and these instructional events. Use specific examples to support your
description. 2. What is the practical usefulness of the nine events model for the
development of instruction?
4. Skinner (1954) believed that in order for teachers to take advantage of the recent
advances in the study of learning they must have the help of mechanical devices – what
we now refer to as instructional technologies. Such claims lead eventually to the “push
back” of cognitive learning theory and constructivism. Over 50 years since Skinner’s
arguments first appeared, the No Child Left Behind Act (NCLB) has brought to the
forefront the arguments of what should be taught, how it should be taught, how learning
should be assessed, and how teaching effectiveness should be evaluated. As a member of
an area concerned with the design, development, and evaluation of training and teaching,
develop and defend a position that is either objective (i.e. observable, measurable,
predictable) versus one that is more subjective (consensual, constructed knowledge,
contextual, holistically assessed, etc.) [I think both ID and Theory apply to this question]
Theories
1. There are many views of how learning occurs. You have read articles (Brown, Collins, &
Duguid, 1989; Gagne & Yekovich, 1993; Gallimore & Tharp, 1990; Skinner, 1954)
describing several key learning theories. a. Compare and contrast the viewpoints
addressed in the articles. b. Describe how one or more of these theories will impact how
you design instruction.
2. Compare and contrast the three viewpoints addressed in behaviorism, cognitivism, and
constructivism by answering these questions: A) How does learning occur? B) Which
factors influence learning? C) What is the role of memory? D) How Does Transfer
Occur? E) What types of learning are best explained by each paradigm? F) What basic
assumptions or principles are relevant to instructional design? What do you believe as to
how instruction should be structured to facilitate learning?
3. When it comes to choosing a theoretical base for your work (either research or practice),
would you consider yourself a “purist” (you follow one theory) or “eclectic” (you believe
in parts of 2 or more theories)? Why have you selected your position? What are the
weaknesses or controversial parts of your position?
Research
1. In looking at the historical trends in IDT research, describe some of the issues that have
been important in driving the inquiry in our field. Use literature to back your answer.
Where are we now?
2. Several of the qualifying exam readings identified problematic issues in the design of
research in instructional design and technology. Please select three of these issues (from
one article or from across articles) and describe why they present challenges to quality of
the research in our field.
3. From your readings, offer at least three factors that have been proposed as important
considerations in instructional design (context, orientation, objectives, etc.) and explain
why the authors believe the issues they present to be important. What do you believe is
important when designing instruction and why?
4. Reeves (2000) suggests that instructional technology research must work toward
becoming more socially responsible. 1. Describe three problems with research in IT as
indicated by Reeves. 2. Also, describe a potential research approach that could address
some of those concerns. How would such an approach alleviate the issues that Reeves
has highlighted?