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 equipping novice IDs with the requisite knowledge, skills, and experiences for successful performance and career growth. This article introduces the Development of Instructional Designers Apprenticeship (DIDA) model, comprised of four stages: (1) Observation and Modeling, (2) Tasks with Coaching, (3) Contextualized Practice, and (4) Reflection and Exploration. In this cognitive apprenticeship approach, an expert ID guides a novice through a continuum of tasks that graduate in level of difficulty over time. Case studies and sample tasks for each stage of development are provided as guides for implementation.
{"title":"A Model for Developing Instructional Design Professionals for Higher Education Through Apprenticeship: Blending Theory and Practice","authors":"Rae Mancilla, Barbara A. Frey","doi":"10.51869/92RMBF","DOIUrl":"https://doi.org/10.51869/92RMBF","url":null,"abstract":"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 equipping novice IDs with the requisite knowledge, skills, and experiences for successful performance and career growth. This article introduces the Development of Instructional Designers Apprenticeship (DIDA) model, comprised of four stages: (1) Observation and Modeling, (2) Tasks with Coaching, (3) Contextualized Practice, and (4) Reflection and Exploration. In this cognitive apprenticeship approach, an expert ID guides a novice through a continuum of tasks that graduate in level of difficulty over time. Case studies and sample tasks for each stage of development are provided as guides for implementation.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131572147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Albert D. Ritzhaupt, Jill E. Stefaniak, Sheri Conklin, Kiran Budhrani
{"title":"A Study on the Services Motivating Instructional Designes in Higher Education to Engage in Professional Associations: Implications for Research and Practice","authors":"Albert D. Ritzhaupt, Jill E. Stefaniak, Sheri Conklin, Kiran Budhrani","doi":"10.51869/ADRJSSCKB","DOIUrl":"https://doi.org/10.51869/ADRJSSCKB","url":null,"abstract":"","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122127068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When assigned to develop higher education courses for the online learning format, faculty members and instructional designers (IDs) are often assigned to work together as a course development team. Sometimes, faculty members may be unaware of the field of instructional design and the valuable knowledge IDs can bring to a course development project. As a result, they may not realize that the advice and assistance IDs offer can help bring their courses to the next level. IDs possess specific knowledge of learning theories and instructional design models that are the keys to improving the quality of instruction within online higher education courses. When such specialized knowledge is not utilized, the result can be low-level courses in which students are unsuccessful. Therefore, it is important for individuals within academia to begin to understand the key role IDs play in improving the quality of online higher education courses. IDs often are responsible for helping faculty members write course objectives, create engaging assignments for the online format, and develop methods for presenting course information to learners. This paper outlines research and information gathered from 12 research study participants that details the important role IDs play in course production and seeks to bring new knowledge about instructional design to the forefront of the field. IDs are a valuable resource within higher education, and the expectation is that others within the field of academia will gain a clearer understanding about the need for IDs to be involved. Such an understanding can lead to a smoother course development process and a higher quality online course result. In addition to discussing the role of IDs in higher education, the 12 research study participants shared their strategies for successfully working with faculty members to develop high-quality courses within higher education.
{"title":"Importance of Instructional Designers in Online Higher Education","authors":"Juliet E. Hart","doi":"10.51869/92JEH","DOIUrl":"https://doi.org/10.51869/92JEH","url":null,"abstract":"When assigned to develop higher education courses for the online learning format, faculty members and instructional designers (IDs) are often assigned to work together as a course development team. Sometimes, faculty members may be unaware of the field of instructional design and the valuable knowledge IDs can bring to a course development project. As a result, they may not realize that the advice and assistance IDs offer can help bring their courses to the next level. IDs possess specific knowledge of learning theories and instructional design models that are the keys to improving the quality of instruction within online higher education courses. When such specialized knowledge is not utilized, the result can be low-level courses in which students are unsuccessful. Therefore, it is important for individuals within academia to begin to understand the key role IDs play in improving the quality of online higher education courses. IDs often are responsible for helping faculty members write course objectives, create engaging assignments for the online format, and develop methods for presenting course information to learners. This paper outlines research and information gathered from 12 research study participants that details the important role IDs play in course production and seeks to bring new knowledge about instructional design to the forefront of the field. IDs are a valuable resource within higher education, and the expectation is that others within the field of academia will gain a clearer understanding about the need for IDs to be involved. Such an understanding can lead to a smoother course development process and a higher quality online course result. In addition to discussing the role of IDs in higher education, the 12 research study participants shared their strategies for successfully working with faculty members to develop high-quality courses within higher education.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125098660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Past Precedent: Reconciling Established Multimedia Principles in 3D Virtual Learning Environments","authors":"","doi":"10.51869/114/kh","DOIUrl":"https://doi.org/10.51869/114/kh","url":null,"abstract":"","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130917172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Incorporating UDL principles allows faculty to create engaging and accessible online courses for diverse learners in higher education. This article demonstrates a systematic and iterative development and testing of a course about UDL designed with UDL principles in mind. Mixed methods data sources and analyses were used to explore (1) understanding, (2) use, and (3) perceptions of UDL by 132 graduate students across five semesters. In-service educators recognized the specific UDL guidelines and checkpoints built into the course and found first-hand experiences inspiring to implement UDL in their own teaching/service environments. Specific suggestions for universally-designed course elements are shared and discussed.
{"title":"Walking the UDL Walk","authors":"A. Evmenova","doi":"10.51869/101/ae","DOIUrl":"https://doi.org/10.51869/101/ae","url":null,"abstract":"Incorporating UDL principles allows faculty to create engaging and accessible online courses for diverse learners in higher education. This article demonstrates a systematic and iterative development and testing of a course about UDL designed with UDL principles in mind. Mixed methods data sources and analyses were used to explore (1) understanding, (2) use, and (3) perceptions of UDL by 132 graduate students across five semesters. In-service educators recognized the specific UDL guidelines and checkpoints built into the course and found first-hand experiences inspiring to implement UDL in their own teaching/service environments. Specific suggestions for universally-designed course elements are shared and discussed.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121187898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Computer-based interactive simulations that model the processes of sampling from a population are increasingly being used in data literacy education. However, these simulations are often summarized by graphs designed from the point of view of experts which makes them difficult for novices to grasp. In our ongoing design-based research project, we build and test alternative sampling simulations to the standard ones. Based on a grounded and embodied learning perspective, the core to our design position is that difficult and abstract sampling concepts and processes should: be grounded in familiar objects that are intuitive to interpret, incorporate concrete animations that spontaneously activate learners’ gestures, and be accompanied by verbal instruction for a deeply integrated learning. Here, we report the results from the initial two phases of our project. In the first iteration, through an online experiment (N=126), we show that superficial perceptual elements in a standard simulation can lead to misinterpretation of concepts. In the second iteration, we pilot test a new grounded simulation with think-aloud interviews (N=9). We reflect on the complementary affordances of visual models, verbal instruction, and learners’ gestures in fostering integrated and deep understanding of concepts.
{"title":"Going Beyond Formalisms A Grounded and Embodied Learning Approach to the Design of Pedagogical Statistics Simulations","authors":"Sebahat Gok, Robert L. Goldstone","doi":"10.51869/114/sgrg","DOIUrl":"https://doi.org/10.51869/114/sgrg","url":null,"abstract":"Computer-based interactive simulations that model the processes of sampling from a population are increasingly being used in data literacy education. However, these simulations are often summarized by graphs designed from the point of view of experts which makes them difficult for novices to grasp. In our ongoing design-based research project, we build and test alternative sampling simulations to the standard ones. Based on a grounded and embodied learning perspective, the core to our design position is that difficult and abstract sampling concepts and processes should: be grounded in familiar objects that are intuitive to interpret, incorporate concrete animations that spontaneously activate learners’ gestures, and be accompanied by verbal instruction for a deeply integrated learning. Here, we report the results from the initial two phases of our project. In the first iteration, through an online experiment (N=126), we show that superficial perceptual elements in a standard simulation can lead to misinterpretation of concepts. In the second iteration, we pilot test a new grounded simulation with think-aloud interviews (N=9). We reflect on the complementary affordances of visual models, verbal instruction, and learners’ gestures in fostering integrated and deep understanding of concepts.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121396977","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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 what they discussed among themselves or communicated to other team members about what mattered to them about their team relationships or the design processes they employed. We structured our case report around three thematic issues that expressed how our participants depicted good relationships and processes. Our report concludes with a discussion of how instructional designers could use our findings in their practice.
{"title":"Considering What Faculty Value When Working with Instructional Designers and Instructional Design Teams","authors":"","doi":"10.51869/113/mebr1","DOIUrl":"https://doi.org/10.51869/113/mebr1","url":null,"abstract":"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 what they discussed among themselves or communicated to other team members about what mattered to them about their team relationships or the design processes they employed. We structured our case report around three thematic issues that expressed how our participants depicted good relationships and processes. Our report concludes with a discussion of how instructional designers could use our findings in their practice.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"46 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127282518","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Future of Multimedia","authors":"","doi":"10.51869/114/rm122","DOIUrl":"https://doi.org/10.51869/114/rm122","url":null,"abstract":"","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"91 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121604134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
At times, universities’ structures for quality assurance can impede professors’ sense of autonomy. This descriptive qualitative study examines factors that contribute to stakeholders’ perceptions regarding standardization and autonomy in the realm of course design and delivery. The central understanding of this study is that stakeholders are keen to adopt standardization when they perceive those structures to be advantageous for faculty, students, and degree programs. Yet stakeholders imagine the borders of these structures to be flexible, thus creating a space for autonomy. As administrators explain quality assurance structures to professors, they should leverage the perceived advantages and demonstrate to faculty how they will retain the required flexibility.
{"title":"Flexibility Within Structure: Factors contributing to Faculty Perceptions of Autonomy and Standardization in Course Design and Delivery","authors":"","doi":"10.51869/113/nmm1","DOIUrl":"https://doi.org/10.51869/113/nmm1","url":null,"abstract":"At times, universities’ structures for quality assurance can impede professors’ sense of autonomy. This descriptive qualitative study examines factors that contribute to stakeholders’ perceptions regarding standardization and autonomy in the realm of course design and delivery. The central understanding of this study is that stakeholders are keen to adopt standardization when they perceive those structures to be advantageous for faculty, students, and degree programs. Yet stakeholders imagine the borders of these structures to be flexible, thus creating a space for autonomy. As administrators explain quality assurance structures to professors, they should leverage the perceived advantages and demonstrate to faculty how they will retain the required flexibility.","PeriodicalId":348789,"journal":{"name":"Journal of Applied Instructional Design","volume":"1102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133765531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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