A Case Study of the Design Practices and Judgments of Novice Instructional Designers

Abstract

Instructional design and training skills have become a key competency that is expected of public health professionals. However, the research on educating public health students as instructional designers (ID) is lacking. The purpose of this study is to better understand how novice IDs design trainings using their design judgment in an authentic instructional design project in order to provide them with effective educational supports. The data sources of this case study include 11 training lesson plans generated by 37 students through a semester and six semi-structured interviews. The findings reveal that: (1) online games, (2) instructional videos, (3) handouts, (4) PowerPoint presentation slides, and (5) infographics were designed and used by novice IDs. In the midst of the various challenges that were encountered, framing judgment, core judgment, instrumental judgment, navigational judgment, and appearance judgment were manifested in the design process of novice IDs. Based on the findings, practical implementations are recommended to develop effective instructional design curricula for novice public health student designers.

Leveraging dynamic decision-making and environmental analysis to support authentic learning experiences in digital environments

“…Several studies exploring the complexities faced by IDs recognize that time constraints greatly impact an instructional designer's ability to make appropriate decisions and implement solutions when designing instruction (Baaki, 2018;Rabel, 2019;Tessmer & Wedman, 1990;Yanchar & Hawkley, 2014;Yanchar et al, 2010). Several studies that have explored strategies employed by IDs in real-world contexts have drawn attention to the need for them to be provided with strategies to support problem-solving and decision-making that occur throughout the instructional design process (Boling et al, 2011;Gibbons, 2003;Gray et al, 2015;Nelson & Stolterman, 2000;Yanchar & Gabbitas, 2011;Yanchar et al, 2010;Zhu et al, 2020). A response to this need will position IDs to strategically leverage instructional theory and the abovementioned instructional taxonomies to customize timely solutions that align with the unique conditions present in any given situated environment.…”

“Learn to Conserve Your Passion and Care”: Exploring the Emotional Labor of Special-Post Teachers in Rural China

“…In the context of rural China, teachers were found to be overworked due to a societal shortage of teachers, excessive administrative tasks from basic-level government, ineffective parental involvement, and lack of organizational support [97]. Scholars have pointed that the current Chinese rural teachers have multiple role conflicts because of the urban-rural dichotomy, social and public function changes of teachers, differences in teaching professionalism, and national-local knowledge gaps [98]. Moreover, many rural families shift their educational responsibilities to school [99], which might increase rural teachers' workloads and role burdens.…”

Academic and Social Engagement: The Effect of Flipped Classroom on Physical Fitness by Using Teaching Game for Understanding Strategy

“…Encouraging active participation among students can be achieved by boosting their engagement in each academic activity and fostering their interaction with peers in both classroom and extracurricular sports science settings (Østerlie, 2018). According to Zhu et al (2020), the development of instructional design plays a crucial role in addressing various challenges encountered during each class session.…”