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Instructional Systems Design: Today and in the Future
ASTD - American Society for Training and Development, Aug 2010, Pages: 37
Instructional Systems Design: Today and in the Future explores how instructional systems design (ISD) is adapting to the current, fast-changing learning environment and the uncertain future. The learning environment is constantly evolving, with companies’ operations expanding globally; learners coming from increasingly diverse backgrounds and cultures; and technological advancements constantly changing the ways in which learning occurs.
Developing effective programs has always been a challenge: Most companies have ISD programs that are, at best, moderately effective in achieving both learning and business goals. The changes in the world of learning also mean most companies need to be better positioned for the future, modifying the priorities of ISD professionals who will need to add skills and competencies to their repertoire.
This report includes valuable results and recommendations to help executives and ISD professionals make strategic decisions about ISD within their organization-for today and the future.
The world of learning is in flux, going through multiple and simultaneous revolutions. There are changes in the way learning is designed, developed, implemented, and delivered. The line between what constitutes informal and formal learning has blurred enough that nobody quite knows where it is anymore. Many companies continue to expand operations globally, bringing learners from diverse backgrounds and cultures together in one organization. Technology continues to advance at a rate that makes it difficult to keep pace, with organizations still trying to fully grasp the concept of “Web 2.0”—even as the age of “Web 3.0” is dawning.
In the face of these challenges, how has instructional systems design (ISD) changed? More importantly, how must it change to adapt to the fast-changing present and uncertain future? To find out, ASTD partnered with the Institute for Corporate Productivity (i4cp) to conduct a major survey on ISD practices. This report, Instructional Systems Design: Today and in the Future (hereafter the Study), is based on that survey, as well as on a set of interviews conducted with ISD experts and business organizations.
The Study finds that most companies have ISD programs that are, at best, moderately effective in achieving both learning and business goals and are not positioned well enough for the future. The bottom line: There is much work to be done. The Study shows what that work should be. ISD practitioners must be multifaceted. The traditional classroom course is neither dead nor, by the looks of things, especially unhealthy. Nearly all respondents (97 percent) say their organizations are currently using classroom environments. Therefore, ISD experts will continue to design classroom-based instructional programs. But that is far from the only designing they must do. Learning today is becoming much more customized, informal, just-in-time, and technologically mediated. Blended learning (that is, combinations of synchronous and asynchronous, classroom, and e-learning) is being used by 69 percent of Study participants’ organizations. Coaching and mentoring are also widely used. ISD experts must adjust to this increasingly diverse and blended world of learning.
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