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Editor's Note In 1998, Rieber was invited to give the 1998 Peter Dean Lecture for AECT and later published his remarks on Rieber’s own website [https://edtechbooks.org/-An]. It is republished here by permission of the author. Rieber, L. (19…
Editor's Note The following is an excerpt from Ellen Wagner’s article entitled “In Search of the Secret Handshakes of Instructional Design,” published in the Journal of Applied Instructional Design [http://www.jaidpub.org/]. The …
I recently took my car to the mechanic, because whenever I used the brakes there was a loud thumping noise. I knew there was a problem with the brakes but had no idea what the problem was or what a solution might look like. I took it to a mechanic, a…
In light of the growing number of instructional designers (IDs) of diverse educational and professional backgrounds in higher education, there is a need for formalized professional development programs. Currently no systematic pathway exists for equ…
The purpose of this project was to implement an e-learning program for a decentralized instructional design team. The team is decentralized by department, location, and reporting structure. Therefore, successful collaboration among the team members r…
Learning Experience Design (LXD), defined as the practice of designing learning as a human-centered experience leading to a desired goal, poses many challenges to novice designers. This chapter presents common challenges experienced by novice learnin…
This chapter will address how instructional designers can validate user needs and contextual factors influencing performance within their user experience design to ensure the transfer of learning to real-world contexts. It will also demonstrate how i…
Researchers have been engaged in productive scholarly endeavors at the intersection of Learning Design, User Experience (UX), Human-Computer Interaction (HCI), and associated disciplines for some time. Our work as editors has sought to capture and di…
User-experience (UX) problems in course design can be challenging for students as the web interface mediates most online learning. Yet, UX is often underemphasized in e-learning, and instructional designers rarely receive training on UX methods. In t…
Employees in instructional design fields are expected to have three critical areas of knowledge and skills: knowledge of instructional design, project experience, and technical writing skills, especially the ability to report on their design projects…
This paper delineates the specific design strategy used in the creation of physics video hooks over the course of an eight-week project. A hook is an instructional technique which stimulates student attention (Hunter, 1994; Lemov, 2010), interest (Je…
Research indicates there is a gap between employers' expectations of instructional designers' roles and responsibilities, and what designers actually do. The purpose of this paper is to explore the unique nuances inherent in instructional design prac…
In online environments, active learning techniques can facilitate varied ways that learners engage and enact skill development, understandings, and connections across concepts. The Universal Design for Learning (UDL) framework supports providing opti…
This study examined whether higher education faculty knowingly and/or unknowingly applied UDL principles prior to and during the COVID-19 rapid online teaching and learning (ROTL) transition. Researchers collected data through a survey that was disse…
The field of instructional design has a history of exploring the possibilities of narrative in instruction. One aspect of narrative that has not received significant attention is the relationship between the indirect nature of narrative (narrative di…
As world and job market trends continue to evolve, so does our definition of the instructional design field. Recent study definitions, professional standards, and employer demand suggest that beyond designing and developing instructional solutions, …
This paper examines how authentic project experiences matter to instructional design students. We explored this through a single case study of an instructional design student (referred to as Abby) who participated as a member of an educational simula…
Professional development (PD) for instructors at higher education institutions offering online courses is important for assuring the quality of online programs. However, PD opportunities for faculty members have often been piecemeal and inadequate. …
Careful analysis of survey data from Bond and Dirkin (2018) indicate the possible presence of a phenomenon known as the glass escalator, first put forth by Williams (1992; 2013), in instructional design. The glass escalator effect surfaced in female-…
The purpose of this chapter is to provide tools and resources for structuring effective communications between instructional designers and faculty members in different settings where faculty engage in educational development. The chapter offers scri…
In this chapter, we introduce the Analytical Design Model, a strategy developed at Penn State’s World Campus for improving course quality and student outcomes through an evidence-based approach to instructional design. ADM utilizes data from a vari…
This chapter provides instructional designers working in institutions of higher education (IHEs) with an introduction to the complexities of supporting instructional continuity amid the numerous and varied realities that make it challenging for stude…
Quality Assurance (QA) in higher education is a concept that owes its beginnings to quality assurance in the industrial sector. The purpose of this chapter is to describe strategies instructional designers can implement to promote quality assurance w…
Message design is an interdisciplinary area of knowledge. Message design contains words, visuals, and forms used to design, produce, and transmit messages. In this chapter, we will review message design outside the realm of training. Although an inst…
The purpose of this chapter is to define and describe the roles and competencies of instructional designers working in the context of higher education. Inspired by existing research, this chapter summarizes these roles and competencies of instruction…
This chapter provides newly minted and experienced instructional designers alike with the knowledge to manage Instructional Design (ID) projects in higher education contexts. As instructional designers and instructional design technology scholars, ou…
In this book chapter, we provide guidelines and best practices to instructional designers working in higher education settings on how to use learning analytics to support and inform design decisions. We start by defining learning analytics and frame …
For education to create and develop a self-determined learner, it is imperative to utilise the best approaches to teaching and learning and to ensure that students are empowered by giving them the opportunity to make choices, manage and control of th…
This position paper focuses on inclusive instructional design and development of informal learning in online environments. The literature-based position is developed from the lenses of typology of culture, learning, and technology, universal design f…
While grappling with the COVID-19 pandemic and the ongoing racialized, anti-Black violence, uprisings around the nation have launched anti-racism into popular consciousness and discourse. In higher education, many statements of solidarity with Black …
Human performance improvement (HPI) practitioners, including Instructional designers (IDs), typically strive to inform inclusive, equitable, and socially just organizational development, workplace learning, and performance improvement decisions when …
This study examined how seven math and science secondary teachers addressed social justice teaching during the COVID-19 pandemic and how their instructional practices mapped onto their pedagogical intentions. Guided by trauma-informed teaching practi…
Needs assessments are avoided due to perceptions of burden associated. While most research focuses on the facilitators, this research leverages the Perceived Burden in Needs Assessment Participant Scale (a= 0.86) to explore the participant perspectiv…
Accelerated courses offer the same learning outcomes and credit hours as their semester-length counterparts but over a shorter duration of study. At many universities, accelerated online courses are gaining traction as a solution to students’ d…
Decision-based learning (DBL) is a teaching method that organizes instruction around the conditional knowledge that guides experts’ decision-making processes. An expert unpacks how they make decisions in the given domain to create an expert dec…
With the increasing demand for online learning, higher education institutions are heightening their focus on assuring online course quality (Allen & Seaman, 2015). However, they lack consensus on what constitutes assuring quality in online course…
During the 2021/2022 school year, the Course Production Team (CPT) at the University of North Carolina at Charlotte adopted the interactive-constructive-active-passive (ICAP) framework to aid in online course development processes. Using this framewo…
The COVID-19 pandemic turned many homes into virtual workspaces. Until the pandemic hit, business organizations were the primary users of virtual team models in the workplace. As a result of the pandemic, organizations outside the business sector had…
Multimedia presentations have been shown to benefit learners; as a result, multiple theories have been advanced to guide the presentation design process. This opinion paper addresses the most widely used of these theories, Mayer’s Cognitive The…
The interest and use of Virtual Reality (VR) technology for workplace learning has been increasing and is projected to increase further based insights from scholarly literature, industry reports, and interviews with organization and learning leaders.…
In this chapter we explore the design critique as a way that students and instructors (or other critics) navigate the complex worlds of significance made available to them through their involvement in studio pedagogy. We do this by first situat…
The diffusion of innovations is a process in which a product or service is implemented by an innovator. The diffusion process includes knowledge, persuasion, decision, implementation, and confirmation. The authors describe important factors of implem…
One of the differences between design as practiced in our field and traditional art is that our designs must not only be interesting, engaging, and even beautiful, but they must also be useful for someone—the end users or learners. Over 2,000 y…
This paper examines how authentic project experiences matter to instructional design students. We explored this through a single case study of an instructional design student (referred to as Abby) who participated as a member of an educational simula…
One of the factors that makes a design compelling is when it has a sense of harmony and completeness. When we experience the design, it does not feel like a collection of individual parts that just happen to be together. Instead, they “fit&rdqu…
In this paper, we argue that the Instructional/Learning Design and Technology Discipline (I/LDT) is a design discipline that belongs to the larger human tradition of design. Based on this premise, we recommend that I/LDT researchers: (a) Take advanta…
Researchers of learning design and technology (LDT) adopt theories from outside the field to design and evaluate educational technologies in a human-centered manner. We therefore propose a theory of Learning Experience Design (LXD) that draws from mu…
Universal Design for Learning (UDL) was conceptualized as a curriculum design framework grounded in neuroscience research addressing learner variability in the forefront of instructional design. We argue that over the past 30 years, UDL has “ma…
This case study describes a combined graduate and undergraduate instructional design studio that introduced undergraduate students to instructional design in a multifaceted, holistic, and applied way. Reviewing the experience of the undergraduates in…
Analyzing the learning analytics from a course provides insights that can impact instructional design decisions. This study used educational data mining techniques, specifically a longitudinal k-means cluster analysis, to identify the strategies stud…
The purpose of this research was to study what university faculty valued when working with instructional designers and instructional design teams to develop educational simulations. We did this through a case study of three faculty, where we analyzed…
This special issue of JAID begins to bridge the gap between the theories of social emotional learning/trauma informed learning with instructional design offering specific cases of design and development projects that illustrate the confluence of thes…
This design case documents how a K-12 district took steps to systemically support virtual student wellness and belonging. Plans for course design to support social-emotional-academic learning (SEAL) competencies, increase perception of belonging, and…
In extending the conversation around trauma-informed instructional design, one of the key assets we utilized for this special issue of JAID was the text, Trauma-responsive schooling: Centering student voice and healing by Lyn Brown, Catharine Biddle …
Most instructional design practices are founded on relatively systematic, linear models which tend toward pseudoscientific determination of learning goals, measurable objectives and outcomes. However, this special issue’s contributors reveal de…