The Domain of Utilization

"Utilization is the act of using processes and resources for learning” (Seels & Richey, 1994 p. 46). The domain of utilization is arguably the oldest of the domains of instructional technology. Its purpose is to use materials for learning activities. Its rapid and dynamic growth during the 20th century mirrors the field of instructional technology itself. As the complexity of the nature of instructional materials increased so did the need for utilization domain activities. The instructional designer working in the domain of utilization should make sure that those delivering or implementing the design and instruction have the necessary skills and knowledge. Furthermore, the instructional designer is concerned with proper use by individuals and with the organization at large as well as institutionalizing or making the use routine and ongoing.

The four subcategories of the domain of utilization are: media utilization, diffusion of innovations, implementation and institutionalization and policies and regulations.

Media utilization

"Media utilization is the systematic use of resources for learning"(Seels & Richey, 1994 p.46). The resources for learning are those designed and developed in previous activities. It is the instructional technologist's job, as part of media utilization, to ensure in a systematic way that the material is used in accordance to the design specifications and to the individual differences of the learning context. In this way, this domain is a "decision-making process based on instructional design specifications"(Seels & Richey, 1994, p.46).

Diffusion of innovations

"Diffusion of innovations is the process of communicating through planned strategies for the purpose of gaining adoption"(Seels & Richey, 1994, p.46). Each learning intervention or 'instructional design implementation' can be seen as an innovation, insofar as it is a change from an existing method or procedure.  Gaining adoption and successful implementation is the goal of this sub-domain.

The instructional designer must account for the different capacities and characteristics of the product users in order to successfully reach the goal of implementation. Specialized communication to opinion leaders and gatekeepers can assist in this process.

Much of the theoretical foundation of this sub-domain is based on the work of Everett M. Rogers' diffusion of innovations, first published in 1962. In it he describes five stages of adoption (awareness, interest, evaluation, trial and adoption), the adoption curve and classifications (innovators, early adopters, early majority, late majority and laggards) and finally the characteristics of innovations (relative advantage, complexity, trial-ability, compatibility and observe-ability).

Other theoretical work that support this sub-domain are Ronald Havelock's "A change agent guide" and Six Sigma methods.

Implementation and institutionalization

"Implementation is using instructional materials or strategies in real (not simulated) settings. Institutionalization is the continued, routine use of the instructional innovation in the structure and culture of an organization"(Seels & Richey, 1994, p.47). Simply put, implementation is the actual use of the product of the first three domains (i.e., analysis, design and development). Implementation applies to individuals and the organization as a whole. Institutionalization, while it certainly requires individual participation, applies first and foremost to the organization. When an instructional innovation has been fully adopted and is used routinely in an organization, it has been institutionalized.

Instructional technologists are often called upon for the duties of implementation and institutionalization. Actually giving or facilitating a training class, for instance, is an example of implementation. Writing a job aid or instituting the use of an LMS system for new hire training are examples of institutionalization.

Policies and regulations

"Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology"(Seels & Richey, 1994, p. 47). This sub-domain examines culture both on the macro, supersystem level (society) external to your 'problem system' or organization, and on the micro, internal to the organization level. On the macro level, for example, stand the national and international laws of copyright and electronic property rights. On the micro level this domain is concerned with 'Internet use policies' and standard operating procedures.