Indiana University School of Education (Bloomington)
Association for Educational Communications and Technology (AECT)
Associate Professor (Instructional Systems Technology); Department Chair (1988–1991), Indiana University
Assistant Professor; Coordinator, Center for Instructional Media (School of Education), University of North Carolina at Greensboro
Associate Professor Emeritus of Instructional Systems Technology at Indiana University. Molenda taught at IU from 1972–2005, chaired the IST department (1988–1991), and remains active in research and writing. He co‑authored early editions of the widely adopted textbook Instructional Media and the New Technologies of Instruction/Instructional Media and Technologies for Learning, co‑edited AECT’s 2008 definition volume Educational Technology: A Definition with Commentary, and later co‑authored The Elements of Instruction: A Framework for the Age of Emerging Technologies (Routledge). Earlier in his career he served as an assistant professor at the University of North Carolina at Greensboro. His archived papers (1968–2008) document textbooks, articles, presentations, and educational games including The Diffusion Simulation Game. Current IU directory contact: [email protected]. citeturn6search1turn6search3
Integrates instructional and non‑instructional performance interventions under a shared analysis–design–development–production–implementation cycle, embedding evaluation and change management at every stage to ensure strategic alignment and adoption.
A conceptual framework and common vocabulary for instructed learning that emphasizes communication configurations (e.g., Presentation, Demonstration, Discussion, Tutorial, Repetition, Study, Expression) and clarifies core constructs to guide research and design in an era of emerging technologies.
Defines educational technology as “the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources,” with commentary elaborating each construct and implications for programs and ethics.
Performance Improvement Quarterly • Journal
Through content analysis of 31 published definitions, this paper evaluates human performance technology (HPT) definitions against criteria of comprehensiveness, non‑tautology, insider acceptance, and outsider appeal. Findings suggest no single authoritative definition currently meets these criteria; the authors discuss implications and propose guidance for a refined definition. citeturn19search4
Journal of Computing in Higher Education • Journal
Urges higher education to view instructional technology as a means to improve academic productivity. Synthesizes decades of IT‑enabled solutions that reduce cost and improve learning outcomes and highlights cases from the Pew Program in Course Redesign as evidence for productivity gains in postsecondary instruction. citeturn21search0
TechTrends • Journal
Reviews the development and legacy of Programmed Instruction (PI), from Skinner’s early formulations to later innovations (e.g., branching, Direct Instruction, Personalized System of Instruction). Argues that PI’s insistence on measurable effectiveness and iterative revision paved the way for computer‑based instruction and distance learning; its influence endures especially in training contexts where efficiency and outcomes matter. citeturn18search0
TechTrends • Journal
Presents the Strategic Impact Model, integrating instructional and non‑instructional performance interventions within a common analysis‑design‑development‑production‑implementation cycle. The model embeds evaluation for strategic alignment and quality control and incorporates change‑management activities throughout to improve adoption and impact. citeturn20search0turn20search1
Routledge (Taylor & Francis) • Book
This book proposes a common vocabulary and conceptual schema of teaching and learning suited to a digital‑centric era. It critiques contemporary semantics in educational technology and emphasizes communication patterns among facilitators, learners, and resources. The authors present a framework for organizing research and theory, provide precise definitions for core elements of instruction, and advance a typology of teaching‑learning arrangements (e.g., Presentation, Demonstration, Discussion, Tutorial, Repetition, Study, Expression) to guide method selection. The text aims to give historically grounded, back‑to‑basics tools for instructional designers and researchers. citeturn7search0turn7search1
Handbook of Improving Performance in the Workplace, Vol. 1: Instructional Design and Training Delivery (Wiley/Pfeiffer) • Chapter
Surveys the historical development of instructional design with focus on the systems approach (ISD). Traces influences from behaviorism, systems engineering, and computing; discusses military and corporate adoption; and anticipates continued evolution with new technologies and learning research. citeturn22search5
Lawrence Erlbaum Associates / Routledge (AECT) • Book
Commissioned by AECT, this volume states and explicates the association’s contemporary definition of educational (instructional) technology. Chapters authored by members of the Definition and Terminology Committee examine key terms (facilitating learning, improving performance, creating, using, managing, processes, resources, values), trace historical definitions, discuss professional ethics, and consider implications for academic programs. citeturn1search0turn1search7
Performance Improvement • Journal
This essay investigates the provenance of the widely used term “ADDIE model.” After consulting histories, encyclopedias, textbooks, surveys of ID models, and interviewing experts, Molenda concludes that ADDIE functions as an umbrella label for a family of systematic ISD processes rather than a single, original, fully elaborated model. The acronym’s origins are obscure; concepts align with military ISD (e.g., IPISD), but no authoritative ADDIE source exists. citeturn2search0turn2search1
Prentice Hall / Merrill (Pearson) • Book
A teacher‑oriented text on integrating media and technology into classroom instruction using the ASSURE model. The 7th edition expands templates and evaluation tools, addresses copyright issues, and links portfolio components to ISTE/NETS‑T standards, with coordinated CD‑ROM and companion website resources for performance‑ and reflection‑based activities. citeturn3search0
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Updated edition of the influential media textbook covering visual principles; non‑projected/projected media; audio, video, computers, networks, distance learning, and process technologies. Uses the ASSURE model to illustrate lesson planning and effective integration of technology and media in instructional contexts.
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Textbook that systematizes selection, utilization, and evaluation of media and technologies for classroom instruction. Introduces and applies the ASSURE model (Analyze learners; State objectives; Select/Utilize media and materials; Require learner participation; Evaluate and revise) across media formats; emphasizes planning, message design, and integration of technology to improve learning.