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• W2113253627 abstract "Technology adoption concerns are increasingly important to understanding constructivist learning environments and learning communities. As instruction begins to move toward more open, participatory models, users--both teachers and learners--are asked to take more responsibility in the learning process. Issues such as the variable implementation of instructional design (ID) products, the functioning of open models of instruction, and the pros and cons of the Internet have direct impact on the lives of instructional designers. This paper relates adoption to design and covers: use concerns within the design process; role versus activities of design and use; learning resources; the blurring of the distinction between design and use in hypertext environments like the Internet; and the continued blurring of distinctions between designers and end users versus teachers and students. Implications for instructional design practice include: (1) ID is much more than materialsor message design, incorporating issues of utilization, market, and adoption; (2) consideration of context of use is more than adding steps to a design model; (3) end users always function as designers as they appropriate and use learning resources, even if they are not involved in the formal design of the resources; (4) teachers must appropriate and adapt instructional materials to their specific needs; (5) the same negotiated dynamics between designers and teachers exist between teachers and students; (6) designers must look for total effects of interventions on all participants; (7) end users need to think like designers as well as consumers; and (8) new frameworks for understanding adoption and change are needed. (Author/SWC) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Understanding the Design and Use of Learning Technologies Brent G. Wilson University of Colorado at Denver For the past few years, I have grown increasingly interested in technology adoption. Why do people choose to make use of an instructional product or learning resourceand why do they sometimes resist? My interest in this question has been stimulated by witnessing an accumulating number of failed instructional design (ID) projects failed in the sense that products were weakly or only partially implemented in the way intended by their designers. Of course, the failure of ID projects is nothing new; war stories of such failures are part of every experienced designer's repertory of cautionary tales. Yet remarkably little discussion of lessons learned from failures is made in the literature. We seem to be much more willing to discuss our successes than our flops! Adoption concerns are increasingly important to understanding constructivist learning environments and learning communities. As instruction begins to move toward more open, participatory models, usersboth teachers and learnersare asked to take more responsibility in the learning process. Seen as adopters of technologies and products, participants need to be sold on the approach and supported in their new learning. Another accounting for my renewed interest in adoption lies in the different responses to the Internet and the World-Wide Web. As an observer, I have witnessed widely varying reactions to this overwhelming new technology, ranging from populist enthusiasm to mistrustful resistance. People differ widely on questions of free speech, copyright, Web publishing, and the learning potential of the Web. Some people are ecstatic that educational institutions have lost their near-monopoly on learning resources; others fear that inaccurate, unreliable information, coupled with uncontrolled communication, will lead to a number of social and educational problems. Some people depend on e-mail not just for professional communication, but as a vehicle for intimate sharing of deeply human experiences. Others have decided that e-mail intrudes too heavily into their lives; that in sum, the impact on quality of life is too great to be worth the benefits. These issuesthe variable implementation of ID products, the functioning of open models of instruction, and the pros and cons of the Internethave a direct impact on my life, since I am a designer of learning environments and an active participant of Internet resources. As a result, I have been relating these newer adoption issues to traditional concepts of instructional design I was trained on. How does design relate to use? Are the two spheres competing or complementary? Do they overlap or are they separate concerns? The purpose of this paper is to explore some of these issues. To understand how adoption relates to design, I discuss both concepts together, with implications for both design and adoption practices. My hope is that we move toward a reform of professioinal practice, with stronger links to contexts of use, and correspondingly greater attention to adoption and effective use of learning resources. Use Concerns within the Design Process Instructional design involves the preparation, design, and production of learning materials. The ID process results in several key instructional components, including: learning goals and objectives; methods and instrument for assessing learning progress; content or information needed to accomplish the learning objectives; messages to be presented; student activities and learning interactions. Some of these can be more completely prespecified than others,' and the degree of prespecification will vary. For example, computer-based tutorials will need to be more pre-packaged than classroom resources for an experienced teacher. Questions of use and adoption resourcesare meant to be used, either U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. 6 Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. impinge directly into the design process. The products of IDinstructional by a particular individual or group or a more general audience. Products are PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY" @default.
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• W2113253627 title "Understanding the Design and Use of Learning Technologies." @default.
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