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1. Influential Leaders in Instructional Technology

   Prepared by: Charry Mae E. Dignos
2. Influential Leaders in Instructional Technology Michael AllenHerbert McLuhan Ruth ClarkLisa M. Beeson Jim FinnHarold D. Stolovitch Edgar DaleErica J. Keeps Robert HeinichRobert F. Mager Donald KirkpatrickRobert M. Gagne Prepared by: Charry Mae E. Dignos
3. Michael Allen 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 learning technologies, interactive instructional paradigms, and rapid-prototyping processes, bringing each forward into leading corporate 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, isDesigning 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 Prepared by: Charry Mae E. Dignos
4. Ruth Clark 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. Prepared by: Charry Mae E. Dignos
5. Jim Finn 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. Prepared by: Charry Mae E. Dignos
6. Edgar Dale 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 points between direct experience and pure abstraction. The divisions proposed in the cone were not accepted as exact demarcations. One audio-visual can be 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, the cone makes connection between concrete and abstract ideas which is one of the main principles of teaching and learning. It also helps the professionals to select media on the 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 makes communication depending on not only just words but also visual and experiential ways. He also emphasized the other components and diversity of sensory experiences. Hence, our experiences are not completely relied on visual or verbal symbols. Other concerns 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 communication theories. The second critical contribution of Dale (1953) was social frame of communication concept. He was one of the person believed the importance of mutual experience sharing was the most important consequence of communication. In other words, he emphasized the concept of feedback. Prepared by: Charry Mae E. Dignos
7. Robert Heinich 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’sparadigm 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. Prepared by: Charry Mae E. Dignos
8. Donald Kirkpatrick 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 by trainees, (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 the result 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 Prepared by: Charry Mae E. Dignos
9. Robert Gagne 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. Gagneis an authoritative work on the contributions of Gagne to the field of instructional technology (IT). This edited book provides a historical overview of his life and work, including articles by six authors. This work examines Gagne's major ideas (models of human behavior learning, the cumulative learning 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 Americaneducational 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 attention Inform learner of objectives Stimulate recall of prior learning Present stimulus material Provide learner guidance Elicit performance Provide feedback Assess performance Enhance retention transfer Gagné'swork 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 of learning Prepared by: Charry Mae E. Dignos
10. Herbert Marshall McLuhan On July 21, 1911 Herbert Marshall McLuhan was born to Herbert, a real estate agent, and Elsie, an actress, in Edmonton, Alberta (Marchand, 1998). The McLuhan family, which also included Marshall’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 Catholic institutions staring at St. Louis University, a well respected Jesuit institution (Wolfe, 2004). In 1944, 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 Prepared by: Charry Mae E. Dignos
11. 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 Prepared by: Charry Mae E. Dignos
12. 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 telivisionmediam 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. Prepared by: Charry Mae E. Dignos
13. Lisa M. Beeson 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:CorporateTrainer 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. Prepared by: Charry Mae E. Dignos
14. Harold D. Stolovitch 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. Stolovitchis 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. Stolovitchis co editor of the first two editions of the Handbook of Human PerformanceTechnologyand 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. Prepared by: Charry Mae E. Dignos
15. Erica J. Keeps 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,DaimlerChryslerAcademy, 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 Fieldbookand Beyond Training Ain'tPerformance Fieldbook published by ASTD Press. They are also co-authors of the Wiley/Pfeiffer Learning& Performance Toolkit Series. Prepared by: Charry Mae E. Dignos
16. Robert F. Mager 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 Prepared by: Charry Mae E. Dignos
17. 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 Prepared by: Charry Mae E. Dignos
18. There are many great people who have worked, and are working within the field of Instructional Technology. These leaders in the field and their work serve to shape our views, influence our practices, and fuel our research. Prepared by: Charry Mae E. Dignos
19. References 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 Prepared by: Charry Mae E. Dignos