1. How do the definitions in the first chapter compare to your own definition of instructional or educational technology?  What experiences or other influences have shaped your definition? How has your definition changed from examining the definitions in the first chapter of this book?

2. Next, think of a lesson or unit of instruction that you have developed. Or if you haven’t ever taught or developed instruction, think of one that you have received. How does that lesson adhere or fail to adhere to the six characteristics of instructional design? How would you redesign it to better adhere to the six characteristics.

3. In the 3^rd chapter, Reiser distinguishes instructional media from instructional design, excluding teachers, chalkboards, and textbooks from the definition of instructional media. Why? Would you consider teachers, chalkboards, and textbooks instructional media? Is the purpose of instructional design to incorporate media into instruction?

 I thought that the first chapter gave a great insight on the history of how we how we have evolved today to the terms of instructional or educational technology. It was intriguing to see the different processes and the shifts in how it was defined. I find it very amazing to see and know how progress for instructional /educational technology has grown. 

In the early twentieth century I thought I was exceptionally unique since this is really the foundation for thinking outside the box. It was all about the enrichment of learning and design through the visual eye.  Then moving from the 20's to 40's pulling in a new source of radio broadcasting and movies/videos with sound. I wish I would have been alive for this part of history to experience the phenomenon of these fascinating movements.

                            

                                     

When we moved to the 1960's and 1970's instructional technology was viewed as a process for seeing and finding the problems and trying to find solutions to the problems they could find. I found this interesting since the shift in the way they were viewed was a big thing. In today's instructional technology  or educational technology we are always trying to innovative however it seems we are always trouble shooting to make advancements in the enrichment of education. So it seems that today we have a combination of all of the early thoughts in time.

I find this video to be interesting that does an excellent job at highlighting the history!!

I feel like my definition would be similar to what the book is referring to. I think that Instructional Design  is all about looking at the achievement/ performance and learning issues while looking at the executing, design, and assessment for both noninstructional and instructional  process to enhance and enrich learning and performance for educational and professional settings. 

One of the lessons I have developed would be my StrengthsQuest training's  I am a certified educator for Gallup StrengthsQuest. It is interesting to me since it is an assessment based off of behaviors. It is unique since I have had the ability to present to age ranges from middle school to full time professional staff members. I still have to present the same materials however, knowing how to evaluate your audience and adjust the material and how you present for what is best effective for their learning need.  I defiantly think that we have to look at the over all process, outcomes, and objectives for instructional design is very important and I do believe it is where we are today! I feel that the lessons that I prepare for that training does adhere to the 6 characteristics of Instructional Design. I also feel that there is no person or presentation is ever perfect. There is marginal room from improvement. in looking back at past SQ training's I think I can always improve from the activities that I do to how I deliver the message. I would say that each training is learner centered, goal oriented has meaningful focus, is a team effort, and would be iterative and self correcting. I would say the only point I might miss the mark on would be assume outcomes could be measured in a reliable and valid way. I usually before the training happens, when I am developing the lesson, I also develop goals and outcomes. I always hope that we reach them and that the learners reach their own personal goals for the training's. 

Chapter 3 in our textbook discusses both instructional design and instructional media. Reiser talks about excluding teachers, chalkboards, and textbooks from instructional media. I think I would say that all three are apart of instructional media. Just one example of this might be going to a museum  Typically at a museum we are rapidly learning in multiple ways. At museums  you typically will have a very informative tour guide, posters or boards to read, and videos or interactive media in some form. I feel like these are all relatively close to what Reiser is saying is not considered instructional media. I think that teachers are just the foundation for which education and technology is spread. They may have different ways of giving or relaying the lesson or material however, I feel that regardless if it is a chalkboard, navigating/studying a textbook, computer, or ipad it all still is form of instructional media.