What is Instructional Psychology and Technology?
When I say that I am working on a degree in Instructional Psychology and Technology, I often get a blank stare. For this reason, I will give a little history about the field and try and define it in an understandable way. I will also address some of the topics within the field that interest me and include my developing viewpoints on the subject. Finally, I will close on the relevance this knowledge can bring to the work environment.
History of Instructional Psychology and Technology
In their textbook on the trends and issues in instructional technology, Robert Reiser and John Dempsey explain that through the years there have been many different names used to describe this field. However, the most frequently used name has been instructional technology (Reiser & Dempsey, 2012, p. 1). So what exactly is instructional technology? As stated by Reiser and Dempsey’s (2012), “Early definitions of the field of instructional technology focused on instructional media—the physical means via which instruction is presented to learners” (p. 1). This definition has evolved and changed many times over the years as leaders in the field have had new ideas and innovations that have helped to improve the learning environment. Part of Reiser and Dempsey (2012) current definition for the field states that the field of instructional design and technology, “encompasses the analysis of learning and performance problems, and the design, development, implementation, evaluation and management of instructional and non-instructional processes and resources intended to improve learning and performance in a variety of settings, particularly educational instructions and the workplace” (p.5). This definition covers a lot of ground. Stated simply, we are concerned with all aspects of helping people learn.
My Interests in the Field and Developing Viewpoints
Within this wide field of helping people learn, there are many directions one could take. This could be anything from design, research, training, evaluation, or development. My interests lie in better understanding what helps people learn. I am excited to take this knowledge and help create effective learning environments within the workplace.
I have recently been studying much of the past and current theorizing in regards to the subjects of learning and instruction. Through this process, I have come to a few viewpoints of my own. First, I believe that the learning process is strongly tied to agency. I believe that people learn best when they are learning of their own free will and choice. When someone has a desire to learn, or is curious about the subject matter, it naturally motivates him or her to want to increase in knowledge.
Second, I believe that learning is a participatory process of becoming a part of a community, rather than the mere accumulation of knowledge concepts. Sfard (1998) talks about this participation metaphor for learning in this way: “…learning should be viewed as a process of becoming a part of a greater whole” (p. 6). I believe that people learn best through participation with an apprentice who can assist them in their learning journey.
Third, in regards to a preference for a theory of instruction, I see narrative theory as one having a participatory focus and very conducive to personal agency. In Patrick E. Parrish’s article on Aesthetic principles for instructional design, he advances that instructional designs that follow a narrative format have a better chance of creating aesthetic learning experiences. He explains how this can be accomplished: “beginnings call for creating tension or mystery and developing trust that the tension can be resolved, middles often call for continued renewal of the initial engagement and reinforcement of the potential for consummation, and endings call for both an emotional intensity that heightens the experience and a chance for reflection that connects everything that has come before into logical and organic unity” (Parrish, 2009, p. 515).
Parish also advocates that learners should always be considered the protagonist in the learning environment. He explains that so often in training situations, we see the subject matter or the instructor as the lead character, but he believes this should not be the case. He states that learning is never vicarious: “Even though learners might be motivated by the desire to understand the struggles and achievements of others, a learner’s primary experience is his or her own struggles and achievements in learning” (Parrish, 2009, p. 515).
I believe the greatest efficacy can be reached in regards to learning and instruction through respecting agency, facilitating participatory learning environments, and utilizing the principles of narratives in instructional design.
So What?
My passion lies in better understanding and positively influencing learning environments. I have therefore consistently studied these subjects starting with my undergraduate degree in communications and psychology. I furthered my enculturation in the subject matter by completing a master’s degree in training and development. I am also currently taking doctoral courses at BYU which are deepening and expanding my understanding of learning and instruction.
The topics of learning and instruction are huge, and not only in academic settings. Previous to my current position at BYU, I managed several Simply Mac Retail stores. With the constant changes in technology, it was a battle to keep a large retail team trained and competent in all their job functions. With the new knowledge I am gaining through my education, I believe I will be able to enhance and improve such learning environments in the future through respecting agency, facilitating participatory learning environments, and utilizing the principles of narratives in instructional design.
References
Parrish, P. E. (2009). Aesthetic principles for instructional design. Educational Technology Research and Development, 511-528.
Reiser, R. A., & Dempsey, J. V. (2012). Trends and issues in instructional design and technology (3rd ed.). Boston, MA: Pearson Education.
Sfard, A. (1998, March). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.