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Influential Leaders in Instructional Technology

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Michael Allen Herbert McLuhan Ruth Clark Lisa M. Beeson

Jim Finn Harold D. Stolovitch Edgar Dale Erica J. Keeps Robert Heinich Robert F. Mager Donald Kirkpatrick Robert M. Gagne

Influential Leaders in Instructional Technology

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He is currently a second grade teacher in Daly City where he is the school site technology coordinator.   He has taught for the

past 11 years in variety of educational settings across the country and overseas in Japan. He has written and developed

Several award winning curriculum projects. He is a member of the Jefferson Elementary School Districts Technology Task

Force, where he is helping to develop district wide technology integration policies And procedures.   He participated in the

2004 EWYL Institute and is currently pursuing a M.A in Instructional Technology at San Francisco State University.   He has BA

In Anthropology from UC Berkeley and a MA in Elementary Education from Columbia University.

He is chairman and CEO of Allen Interactions, Inc., whose studios build universally acclaimed custom e-learning, provide

strategic learning consulting, and train e-learning professionals in collaboration with the American Society for Training &

Development (ASTD). With a PhD in educational psychology from The Ohio State University, Dr. Allen has pioneered multimedia learningtechnologies, interactive instructional paradigms, and rapid-prototyping processes, bringing each forward into leadingcorporate enterprises. He is an adjunct associate professor at the University of Minnesota Medical School, a popular conference speaker, and a prolific writer. His latest book, the second in Michael Allen's E-Learning Library series, is Designing Successful e-Learning – Forget What You Know About Instructional Design and Do Something

Interesting. Through a proven process and skills born from experience, Allen Interactions delivers exciting interactive solutions

that enhance knowledge, skills and performance. It is one of the most successful and highly regarded providers of custom

e-learning, training, and consulting, with studios in Minneapolis, Tampa, and San Francisco

Michael Allen

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She was born in San Francisco, California. Her father was a military man, so the family moved annually. Clark earned

a Bachelors of Arts in Biology and Chemistry, graduating Magna Cum Laude from Immaculate Heart College in

1964. She then went on to earn a Masters of Arts in Biological Chemistry from the Department of Biology at the

University of California, Los Angeles in 1966. In 1998, Clark completed her Doctor of Education degree in

Instructional Psychology from the School of Education at the University of Southern California.

Since graduating from USC, Clark has worked as a Curriculum Developer, a Training Manager, and an Adjunct

Professor. She currently serves as President for Clark Training & Consulting where she provides seminars and

consulting services to improve organizational performance. She also strives in her everyday work to translate

research in instructional psychology for practitioner application. Clark is also the author and/or co-author of five

books and numerous articles. She has also won various awards for her seminars and publications.

Ruth Clark

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He was the earliest contributor of the development of modern IT field. His ideas and studies related to audio-visual field and

the field’s professionalism was one of the critical scholar paradigm shifts to IT. He was believed as a person who changed the

role of audio visual professionals’ role from support to leader ship and innovation. According to Januszewski (2001) Finn played

one the key role for the shaping of the IT field because: (a) he was established the first academic department officially

designated Instructional Technology, (b) he supervised many doctoral students in IT and most of them were involved in the

development of the field, (c) he consulted to U.S. Office of Education where he could get funds for the major projects, (d) he not

only consulted also worked with other major institutions for more AV education projects. In fact, it is easily observed that Finn

spent his life to construct a professional field in the world of science. To understand Finn’s efforts related to field, his

identification about six characteristics of a profession (Finn,1953) was a good summary. By establishing an academic

department and supervising doctoral students, he was successful to develop an intellectual technique and designs for

applications, and a long period of training of a profession. With the funds and major project supported by both Office of

Education and other institutions, the designs for applications were utilized in real situations. Based on them, a field’s standards

and a statement of ethics and organized body of intellectual theory which are the advanced criteria for a profession were

created and expanded. The interaction between the academic department and the projects which he conducted created a cycle

that enhanced the professional development of IT and was source of members that were part of the professional organizations

Fostering communication for future improvements.

Another point for Finn’s contribution was system foundation of IT. He believed that programming prescriptive explanation of

system view was very important concept for education and an intellectual technique to make audio visual field a profession

(Januszewski, 2001). Moreover, this concept was as important as for educational technology. In his writings related to

automation and education, Finn (1957) emphasized the concept of system and programming for the development of the

profession. Hence, he combined four concepts: (a) system, (b) control of information to long range scientific analysis, (c) need

for wise decisions and (d) high technology together. In other words, every long range scientific analysis and wise decisions

enhances accumulation of knowledge of the field in a system or controlled environment. These accumulations can be easily

connected to high technology or state-of-art improvement with automation process.

Jim Finn

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The Cone of Experience (1946) was the most important contribution of Edgar Dale in field of

IT. In the cone, he explained inter-relations of the several audio-visual materials and their positions in learning processes. He expressed the divisions based on extreme two pointsbetween direct experience and pure abstraction. The divisions proposed in the cone were

not accepted as exact demarcations. One audio-visual canbe used with other audio- visual materials with respect to situation or purposes.Dale’s cone is one of the most important theoretical foundations of IT. Hence, thecone makes connection between concrete and abstract ideas which is one of the mainprinciples of teaching and learning. It also helps the professionals to select media onthe basis of the experiences aimed to transfer students. It seems a job aid. Moreover,it is an effective tool to support communication process because it makescommunication depending on not only just words but also visual and experientialways. He also emphasized the other components and diversity of sensory experiences.Hence, our experiences are not completely relied on visual or verbal symbols. Otherconcerns of our perception systems must be considered, such as direct experience,touching, sensing. The cone also fosters diversity in learning environment. As a result,the cone is a good combination of psychological/instructional and communicationtheories.The second critical contribution of Dale (1953) was social frame of communicationconcept. He was one of the person believed the importance of mutual experiencesharing was the most important consequence of communication. In other words, heemphasized the concept of feedback.

Edgar Dale

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Heinich’s approach to management of instruction was one of the drastic changes of the field of IT. He argued

classical schooling system and management of instruction. He believed that management of instructions must be

product-oriented or education engineering based overall school environment (Januszewski, 2001). In his alternative

paradigm, school teachers of the classical schooling system were not accepted as decision makers for instructional

methods and media utilization. He changed this view and proposed that curriculum specials, including educational

technologists were assigned to determine the content and delivery of instruction. Januszewski also stated that

Heinich’s paradigm for management of instruction is one of the most influential one that causes to change from

the view of AV aids controlled by teachers to educational technology which became the part of curriculum

development. This great paradigm shift, even though he did not stress like the same language, was a step for

being a profession by establishing an expandable body of intellectual theory. Moreover, this shift was made the

concept of educational technology into school systems as a sub-system. Another interesting point is for Heinich’s

ideas related to management; that were based on real applications of systems theory rather than pure

science.

Robert Heinich

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The four model of evaluation has been the most prominent model of training evaluation for over forty years(Kraiger, 2002). Even though this model is the most accepted one, there are tons of criticisms. Kirkpatrick developed the hierarchy of evaluation on the basis of his experiences in real life applications. In Kirkpatrick’s

model(1979), there are four types of assessment stages: (a) reaction defined as likeness of the training programs bytrainees, (b) learning defined as what facts, principles, and techniques learned during the training, (c) behaviors defined as what changes occurred in the job behavior of trainees at the end of the training, and (d) results what

theresult of training in tangible form of cost, performance, quality, production, or etc. The hierarchy of the model implies that without high level of reaction measures or outcomes, it is impossible to reach the superior levels. The four-model is classified in goal-based evaluation models (Eseryel, 2002) because the main criteria for evaluation are the goals determined previously. Every step goes further in the direction of them. The model helps the training professionals to determine outcomes of the training program covertly. To Kraiger (2002), Kirkpatrick’s model has been very popular because it is easy to understand the hierarchy by the practitioners.

The Four-Evaluation model is the good analysis of a training program’s assessment points. If the training program and evaluation are the systems of improvement, those goal stages show us what we have to measure to

understand effect of training on the organizations. Although there are too many criticisms about the model, it has been the origin for solving the evaluation problem of training. Most of the models in training field have been stemmed from the Four-Evaluation model (Kraiger, 2002). The model can be used not only for training but also for schooling. From that perspective, the model is in the concerns of IT from two different utilization areas

Donald Kirkpatrick

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A true gentleman and scholar, Robert M. Gagne devoted his career to research in learning and the application of instruction. The Legacy of Robert M. Gagne  is an authoritative work on the contributions of Gagne to the field ofinstructional technology (IT). This edited book provides a historical overview of his life and work, including articlesby six authors. This work examines Gagne's major ideas (models of human behavior learning, the cumulativelearning model, learning hierarchies, domains of learning, mastery learning, and integrative goals for instructional learning). It examines the impact of these ideas on the IT field and concludes by asking how his work will impact the future of IT.

Robert Mills Gagné (August 21, 1916– April 28, 2002) was an American educational psychologist best known for his

"Conditions of Learning". Gagné pioneered the science of instruction during WWII for the air force with pilot training. Later he went on to develop a series of studies and works that helped codify what is now considered to be 'good instruction.' He was also involved in applying concepts of instructional theory to the design of computer-basedtraining and multimedia-based learning

One of Gagné's major contributions to the theory of instruction was the model "Nine Events of Instruction".

Gain attentionInform learner of objectives

Stimulate recall of prior learningPresent stimulus materialProvide learner guidance

Elicit performanceProvide feedback

Assess performanceEnhance retention transfer

Gagné's work is sometimes summarized as the Gagné Assumption. The assumption is that different types of learning exist, and that different instructional conditions are most likely to bring about these different types oflearning

Robert Gagne

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On July 21, 1911 Herbert Marshall McLuhan was born to Herbert, a real estate agent, and Elsie, anactress, in Edmonton, Alberta (Marchand, 1998). The McLuhan family, which also includedMarshall’s younger brother Maurice, made Winnipeg, Manitoba home. McLuhan was not a good student in grade school. But, later McLuhan earned a BA and MA in English at the University of Manitoba and won a University gold metal in arts and science (Marchand, 1998).

McLuhan was raised a Protestant and converted to Roman Catholicism which influenced his life and career (Morrison, 2001). In 1937, McLuhan began his professional career teaching at Catholicinstitutions staring at St. Louis University, a well respected Jesuit institution (Wolfe, 2004). In1944, he began teaching at Assumption College, Windsor, Ontario. Finally in 1946, he taught at St. Michael's College, a catholic college in the University of Toronto (Wolfe, 2004). In 1952 he was appoint full professor and retired from teaching in 1979 (McLuhan Associates, ND).

In 1939, McLuhan married Corinne Lewis while he was working on his doctorial disertation on the work of Thomas Nashe and the verbal arts (Morrison, 2001). The McLuhan’s had six children Eric, Mary, Teresa, Stephanie, Elizabeth and Michael (Marchand, 1998). In 1965, his son Eric became his assistant and coauthored the book Media: The New Science published in 1988. (McLuhan Associates, 1986)

McLuhan’s Views and Research

Herbert Marshall McLuhan

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McLuhan was an instructor of English who later became interested in communication technologies. His work involved linking

media and technology to the human body (Kroker, 1995). McLuhan’s work and readings are very difficult because he jumped

around and introduced new terminology to explain different concepts (Katz and Katz, 2001). McLuhan’s work influenced him to

be a critic of popular culture. Katz and Katz (2001) summarize McLuhan’s views on technology as “…technology (also) works

indirectly on society by affecting the ways in which the brain processes information from each new medium, how the mode of

processing affects the senses and thus personality, and how personality, in turn, affects social organization” (paragraph 9). This

synopsis of McLuhan’s view on technology is consistent with deep and complex thinking McLuhan brings to the field of

communication technologies. McLuhan’s concern is how the technology or medium eventual affects society.

The coined phrase “the medium is the message” is McLuhan’s interperation of technolgy in a few words. The phrase refers to

McLuhan’s view that more attention should be given to the medium or technolgy and less emphasis or focus should be on the

content of the medium (Katz and Katz, 2001). Thus the medium is a roadmap on how to rather than what to think (Katz and

Katz, 2001). The underlying meaning is the medium has more influence on society than the content of the medium. As a note

McLuhan’s book published in 1967 was titled "The Medium is the Massage” in which message was spelled wrong (massage), by

the typesetter (McLuhan Associates, 1986). But McLuhan asked the publisher not to correct the mistake because massage or

broken down “Mass Age” was on target (McLuhan Associates, 1986).

McLuhan defines media as technologies that create an extension of the human body (Munday, 2003). McLuhan uses the notion

of extension to signify anything, like technology, that extends or uses the human body or mind in a different way (Kappelman,

2001). For example, a shovel is an extension of our hands to dig the earth. With the term extension McLuhan uses the term

amputation. Amputation refers to the loss of other extensions due to the new technology (Munday, 2003). For instance the

introduction of PowerPoint presentations amputates the use of the chalkboard in the classroom. The concern McLuhan had with

the notion of extension and amputation is the fact that most humans are excited about extensions while amputations are

ignored or not thought of (Munday, 2003). An example of ignoring the amputations is the use of fuel to power our vehicles (the

technology) is taken for granted, while depleting natural resources (amputation) and potentially harming the environment is not

thought at the gas pump.

Next

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McLuhan also expressed views on the notion of a “global village”. According to McLuhan's son Eric, the term “global village” was

used to describe how the technology of radio in the 1920 brought society closer together through the medium (McLuhan,

1996). McLuhan authored a book entitled "War and Peace in the Global Village" published in 1968 to discuss the “global village”.

Driedger and Redekop, (1998) explain McLuhan’s meaning of “global village: as “…media, and television in particular, serve to

bring previously marginal groups out of their local villages, and directly in touch with the mainstream of society into a global

village characterized by a heightened awareness and sense of collection responsibility” (p. 44). Thus the notion of the global

village is the extent that technology has on the society and the demands that users of the medium had on other aspects of life

(McIlwraith, 1994). For example, if television were the medium than those who viewed television would require the same level of involvement in different social situations (McIlwraith, 1994).

In addition, to the “global village” McLuhan also discussed the notion of “hot” and “cool” medium. The concept of “hot” and

“cool” medium deals with the level of involvement or intensity the medium requires of the participant (Katz and Katz, 2001).

Katz and Katz (2001) compare print and telivision mediam as an example of “hot” and “cool” medium:

“The more intense and unrelenting the stimulus, the less involvement on the part of the audience, [McLuhan] says, classifying

print medium …as ``hotbecause of their technological single-mindedness, and speech and television as ``cool.” [because]

McLuhan argued that the television viewer is required to subconsciously connect the dots on his television screen in order to

complete the picture, and hence is more involved, more participatory (paragraph 12). Thus the notion of “hot” and “cool”

medium deals with the requirements of the technolgy and not the content. This is consistant with McLuhan’s point of view. In

addition, “hot” and “cool” medium are relative to comparing two mediums infering one medium is “hotter than” another (Katz

and Katz, 2001). Thus in the example above print medium is hotter then television medium. McLuhan’s work eventually led to a

tetrad of questions that basically summed up McLuhan’s work. The four questions in McLuhan’s tetrad are: what does it (the

medium or technology) extend?, what does it make obsolete?, what is retrieved?, and what does the technology reverse into if it

is over-extended? (Kappelman, 2001). The questions posed provide a framework to analysis the medium or technology and the

affects on society. McLuhan’s tetrad of questions is as relevant today as, and probably more relevant, then in the past. The fact

is that the fast paced technology driven world we live in today does apply to the rhetoric of McLuhan. If alive today, McLuhan

would have had an appealing response and probably would be overloaded with the speed and quantity of technology that is

touching ever facet of society.

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WHAT I KNOW... Alternative methodologies such as Expert OJT and Story

Centered Curriculum Curriculum design & development Custom photographic images Graphic, animation, and web design applications HTML, CSS, Wiki and Joomla! Learning Management Systems including Syberworks,

Strategia, Blackboard and Angel Managing learning projects and teams Narration/Voiceover artist with over ten years

experience in broadcasting and podcasting Organization tools including Publisher, Visio and Project SCORM familiarity Screencasting tools including Captivate and Articulate

andHelp and technical documentation builders such as FrameMaker Experienced with SecondLife and other social

networking applicationsAudio and Video production and editing

WHERE I LEARNED... Master of Arts in Education, Curriculum & Instruction Colorado Christian University Lakewood, CO Masters Certificate, Online Course Development Colorado Christian University Lakewood, CO Bachelor of Science, Business Administration Tabor College Hillsboro, KS Associate of Arts, Fine Arts/Music

York College York, NE

I MADE A DIFFERENCE...

December 2006-July 2009 Title: Embedded Instructor/Curriculum Designer

April-December 2006 Title: Instructional Designer/LMS Project Manager &

Administrator Project managing the installation, re-branding, testing and implementation of a Learning Management System (LMS). Designing interactive and SCORM compliant, instructional content.

March-December 2005 Title:Corporate Trainer

July 2001-March 2005 Title: Training Administrator

I'M CONNECTED TO MY COMMUNITY... Kansas Career Pipeline Advisory Council, Learning by

Design Advisory Board, ASTD, Moodle eLearning community, eLearning Guild,

OpenOffice.org eLearning development team, Edutopia, Wikiversity.

Lisa M. Beeson

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He is an emeritus professor at the Université de Montréal. He is a principal of HSA Learning & Performance Solutions

LLC, an international consulting firm. His research and consulting activities have included projects with major

corporations such as General Motors, Hewlett-Packard, Merck and Prudential. Stolovitch is an experienced workshop

leader and a keynote speaker at major conferences and organizations throughout the world. He is a prolific writer

with 13 books and more than 200 articles and book chapters. Stolovitch is co editor of the first two editions of the

Handbook of Human PerformanceTechnology and co-author of the best-selling, award-winning series of books

beginning with Telling Ain't Training. He is author and co-editor of the Wiley/Pfeiffer Learning & Performance

Toolkit Series. Stolovitch is the regular, featured “human performance” columnist for Talent Management magazine.

He has won numerous awards for his contributions to the field, including the 2001 ISPI Distinguished Professional

Achievement award and ISPI's highest award, Member for Life.

Harold D. Stolovitch

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Harold D. Stolovitch and Erica J. Keeps share a common passion — developing people. Together they have devoted a

combined total of over 70 years to make workplace learning and performance both enjoyable and effective. Their

research and consulting activities have involved them in numerous projects with major corporations such as Alcan,

Bank of Montreal, BBDO,DaimlerChrysler Academy, General Motors, Hewlett-Packard, Merck, Prudential, Sun

Microsystems, The Coffee Bean & Tea Leaf, International Association of Fire Fighters, CDW as well as many others.

Their dedication to improving workplace learning and performance is reflected in the workshops they run

internationally on training delivery, instructional design and performance consulting. Stolovitch and Keeps are the

principals of HSA, specialists in the application of instructional technology and human performance technology to

business, industry, government and the military. Together, they are co-editors of the first two editions of the

Handbook of Human Performance Technology and co-authors of the best-selling, award-winning series of books

Telling Ain't Training,  Training Ain't Performance, Beyond Telling Ain't Training Fieldbook and Beyond Training

Ain't  Performance Fieldbook published by ASTD Press. They are also co-authors of the Wiley/Pfeiffer Learning& Performance Toolkit Series.

Erica J. Keeps

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Dr. Robert F. Mager is an accomplished author and world-renowned expert on training and human performance improvement

issues. Arguably the most well-known and respected figure in his field, he is credited with revolutionizing the performance

improvement industry with his groundbreaking work. Dr. Mager holds a doctorate in psychology. One of Dr. Mager's most

significant contributions to the performance improvement field is his work on the Criterion Referenced Instruction (CRI) training

methodology. Developed by Dr. Mager in conjunction with Peter Pipe, CRI is used to develop training guaranteed to work and

has become the standard for excellence in training and performance improvement. To teach this methodology to others, Dr.

Mager has authored or co-authored three train-the-trainer workshops. To date, thousands of training professionals worldwide

have been trained.

 

Dr. Robert F. Mager has been named the recipient of the 2005 Public Service in Behavior Analysis award from the Society for the

Advancement of Behavior Analysis. The award is given to an individual who, in the Society's eyes, has addressed significant

problems using methods directly linked to scientifically sound behavior analysis or that effectively incorporate behavioral

principles. In naming Dr. Mager, the Society cited his pioneering contributions to training which are consistent with a behavioral

approach. The Society made particular mention of Mager's Criterion-Referenced Instruction methodology which has been

"extremely successful and has been adopted by thousands of organizations and managers around the world."

In addition to his work on CRI, Dr. Mager is a well-known author. He has written nine books on issues relating to training and

performance improvement, and over three million copies of these classic works have been sold. He is perhaps best known for

Preparing Instructional Objectives, the largest-selling book  ever written on this subject. It is recognized as the standard work

in its field and is the basis for many graduate level instructional design courses. He also recently published a new mystery novel

entitled  "Killer in Our Midst“

Dr. Mager's numerous honors and awards

Robert F. Mager

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Public Service in Behavior Analysis Award (Society for the Advancement of Behavior Analysis)

Distinguished Contribution to the Field of Human Resource Development (American Society for Training and Development)

Instructional Technology Ronald H. Anderson Memorial Award (American Society for Training and Development)

Distinguished Professional Achievement (International Society for Performance Improvement)

First-round inductee into TRAINING Magazine's HRD Hall of Fame Selection as the most respected leader in the training and

development field by readers of TRAINING Magazine Selected by a poll of his peers, conducted by the International

Society for Performance Improvement, to be the most influential individual in the field of instructional technology

Life Member International Society for Performance Improvement

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There are many great people who have worked,and are working within the field of InstructionalTechnology. These leaders in the field and theirwork serve to shape our views, influence ourpractices, and fuel our research.

Prepared by: Charry Mae E. Dignos

http://www.hsa-lps.com/Our_Principals.htm

http://www.talentmgt.com/events/Conferences/2008/May/84/index.php?section=speakers#speaker-133

http://en.wikibooks.org/wiki/Instructional_Technology/Herbert_Marshall_McLuhan

http://en.wikibooks.org/wiki/Instructional_Technology/Robert_M._Gagne

http://en.wikipedia.org/wiki/Robert_M._Gagn%C3%A9

http://en.wikibooks.org/wiki/Instructional_Technology/Donald_L._Kirkpatrick

http://en.wikibooks.org/wiki/Instructional_Technology/Robert_Heinich

http://en.wikibooks.org/wiki/Instructional_Technology/Edgar_Dale

http://en.wikibooks.org/wiki/Instructional_Technology/Jim_Finn

http://www.hsa-lps

http://www.talentmgt.com/events/Conferences/2008/May/84/index.php?section=speakers#speaker-133.com/Our_Principals.htm

http://sites.wiki.ubc.ca/etec510/Evaluation_in_Instructional_Design_-_Kirkpatrick's_4_Level_Model

http://www.isbnlib.com/author/_Robert_M__Gagne

http://digmybook.com/list/instructional?page=5

http://www.ispi.org/content.aspx?id=1348

http://www.clarktraining.com/about.php

http://us.books-online-store.net/node/books/computers-and-internet/web-based-education/20581.html

http://www.cepworldwide.com/discover/about_mager.html

http://designgrl.files.wordpress.com/2009/04/lisabeeson2010resume.pdf

References