Life is communication. Whether it’s cells communicating molecules between one another or people talking over coffee, communication is how we relate to the world around us. It takes many forms from body language to neural networks, from stoplights to a charging bull, from photosynthesis to education. The ways in which people, animals, ecosystems, or classrooms communicate are driven by the purpose of that communication. What works in one system may not necessarily suit another. And the system is always changing; the best method to communicate one’s ideas develops over time. Whether these changes result from societal impacts or technological advances, the need for adaptation remains. Instructors should use the available resources, tools, and environment with efficient efficacy, achieving their objectives and communicating their ideas in a concise but content driven way.
With the advent of modern digital media, new methods for communication now exist. But this does not change some fundamental aspects of the way we relate to one another and to our environment. Brevity, clarity, and honesty are still vital to authentic communication. It is this authenticity that makes communication of ideas stick, and while the method of communication may have changed, it must still be authentic and real. Similarly, some aspects of instructional design are not affected by changes communication technology. The modern instructor must still know his or her desired outcome and what type of knowledge they are communicating. If conveying definitions is the goal of an exercise, the communication will be much different than if the goal was to develop self-confidence. Rote memorization and lecture may work for one, but practicing the use of theory works best for the other. Designing the instruction around the type of knowledge one intends to develop is still vital, no matter the form of delivery.
The steps in which one provides instruction also do not necessarily change. One can still follow Gagne’s 9 steps of instruction in which instructors ensure the learner is paying attention, tell them what they are about to teach (meaning give them the objectives), activate the learners previous knowledge of the topic, and then teach, guide, practice, and reflect. Theoretical components of instructional design and effective educational practice do not change with advances in technology.
What can change are the self-directed capability of the learner and the connectedness of the instructors to learners. Learners are empowered with new freedom to research topics of interest, in the moment. The learner can take control of their learning with increased access to information made possible by modern technology. The connected nature of digital media allows instruction to develop in the moment; students can collaborate synchronously over long distances, and perform instantaneous searches on the topic at hand.
This means that instructional designers must not only account for a wider audience, but they must incorporate increased flexibility into their design plans. The communication of education must and has become more fluid. Modern technology also allows instructors to account for varied learning styles, to reach more students simultaneously, and to aggregate information in more easily accessible ways. It allows student to do the same, and thus has not only leveled the playing field on which communication occurs, but it has also allowed students to make the learning their own. Instructors and students can communicate and discuss as near equals with differing approaches. The instructional designer must account for this. Online instruction allows design to be more immediate, but it must also be planned for a wider audience. Recorded lectures can reach more students, but once recorded they are indelible. Thus the planning that goes into instructional design has been increased tenfold. While one may spend a few hours preparing a lecture, one can spend a few days creating a digital story. At the same time the duty of the designer and the impact of their end product has also increased. Digital media increased the planning time necessary for good instructional design because the designer is responsible for and accountable to a higher number and variable quality of learner. Yet, by reaching more students, the designer has a higher impact and effects change more readily, all enabled by instantaneous digital communication.
While the guiding principles of communication, and instructional design by virtue, have not changed, the scope, reach, and impact of the end product has increased exponentially. All possible with one small device…
