A system is a set of interrelated parts, all working together toward a defined goal. The parts of the system depend on each other for input and output. The entire system uses feedback to determine if its desired goal has been reached. If not, then the system is modified until it reaches its goal (Dick et al., 2015).
Editor, Distance Learning, Professor, Instructional Technology and Distance Education, Fischler College of Education, Nova Southeastern University, 3301 College Avenue, Fort Lauderdale, FL 33314. Telephone: (954) 262-8563.
Editor, Distance Learning, Professor, Instructional Technology and Distance Education, Fischler College of Education, Nova Southeastern University, 3301 College Avenue, Fort Lauderdale, FL 33314. Telephone: (954) 262-8563.
Systems can also be defined as deliberately designed synthetic organisms, comprised of interrelated and interacting components that are employed to function in an integrated fashion to attain a predetermined purpose (Banathy, 1968).
Next, instructional systems design can be defined as an organized procedure that includes the steps of analyzing, designing, developing, implementing, and evaluating instruction (Seels & Richey, 1994).
Instructional systems design is commonly referred to as instructional design. Instructional designers are teaching and learning specialists with extensive training and experience. They are at the core of effective instruction generally, and distance education design specifically.
High quality distance education has instructional design as the critical element, and with instructional designers as the critical professionals. Without the efforts of qualified instructional designers, distance education is likely to become like some other emerging fields—another educational innovation of questionable success.
Instructional design and instructional designers are often overlooked when planning for distance education is undertaken. However, the best distance education leaders know that at least three course design ideas are important:
There should be a commitment to the science of systems, and the field of instructional design.
There should be expectations that those who hold the title of instructional designer are highly and formally prepared in instructional systems. The typical instructional designer holds at least a master’s degree in the field.
There should be a requirement that when courses are planned, modified, improved, or updated that instructional designers are actively involved.
A three-part team is best practice for course design. First, is the subject matter expert—the teacher, trainer, or professor who is the expert in the content. Next, is the instructional designer who takes the instructional ideas of the subject matter expert and forms them into a viable college course, training session, or school lesson organized into units, modules, and topics. Last is the instructional developer—the graphic artist, audio specialist, videographer, or web developer—who builds the plan into media that provide access to content.
There is an emerging rule of thumb in the distance education community that says there is a direct correlation between the quality of online programs offered by an organization and the number of instructional designers there are on staff. Perhaps this rule could be the topic of a doctoral dissertation.
And finally, as Burnham the architect said, “make no little plans, they have no magic to stir the blood.” In distance education, instructional designers make plans that stir the mind.
