Design tools in practice: instructional designers report which tools they use and why

Lachheb, Ahmed; Boling, Elizabeth

doi:10.1007/s12528-017-9165-x

Cited by 21 publications

(14 citation statements)

References 33 publications

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“…Therefore, instructors should be cautious about the scope of possible instruments presented to learners. As indicated by Lachheb and Boling (2018), it would be beneficial to teach students how to select the needed tools, resources, and materials, rather than which instruments should be used.…”

Section: Discussionmentioning

confidence: 99%

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

Zhu

Basdogan

Bonk

2020

CONTEMP EDUC TECHNOL

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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.

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Section: Discussionmentioning

confidence: 99%

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

Zhu

Basdogan

Bonk

2020

CONTEMP EDUC TECHNOL

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“…Similarly, solutions to such problems require an extensive skill set, including tacit knowledge, the ability to communicate and collaborate effectively, and the ability to make good design judgments (Lachheb & Boing, 2018;Lachheb & Boling, 2021). Research has shown that, in preparing of future IDers, formal education and training should place a greater emphasis on realities that IDers tackle in situ (Abramenka- Lachheb et al, 2021b;Lachheb & Boling, 2018;Stefaniak et al, 2020;Tracey & Boling, 2014;Yanchar et al, 2010). Foundational research on the topic, such as Rowland (1992) and Rowland et al (1992), suggested that adequate formal education should help future IDers gain skills that are aligned with what IDers do in real-life professional settings.…”

Section: Community Of Practice To Support Skill Development For Instructional Designersmentioning

confidence: 99%

“…The operational framework they described entailed a six-step process and a support toolkit outlined by Abramenka- Lachheb et al (2021a), which helped them effectively support faculty to transition from face-to-face to ERT. Such process and support toolkits were invented on the spot and were not described in instructional technology and instructional design textbooks, which speaks to the ability of the authors to make solid design judgments and create internal design tools when needed to support their professional practice (Lachheb & Boling, 2018). In a recently published textbook chapter, stated that the rapid pivot to ERT due to the COVID-19 pandemic is "likely to diminish faculty satisfaction with online teaching" (p. 48).…”

Section: Instructional Designers' Work For Emergency Remote Instruction (Ert)mentioning

confidence: 99%

Untitled

2021

JAID

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This journal will provide a peer-reviewed format for the publication of scholarly articles in the field of applied instructional design. The journal recognizes the role of the practitioner in the work environment and realizes that outside constraints may limit the data collection and analysis process in applied settings. The limitations of real-world instructional design of the practitioner can still provide valuable knowledge for the field. Sponsoring OrganizationJAID is a publication of the Association for Educational Communications and Technology (AECT).

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“…There are tremendous efforts to model a variety of instructional designs in the space of educational technologies (Bohl, Scheuhase, Sengler, & Winand, 2002;Neven & Duval, 2002;Rodríguez-Artacho & Maillo, 2004;Koper, 2005;Sicilia, Lytras, Sánchez-Alonso, García-Barriocanal, & Zapata-Ros, 2011;Burgos, 2015;Piskurich, 2015;Larson & Lockee, 2019), platforms and tools (Botturi et al, 2008;Lachheb & Boling, 2018). However, despite significant progress, most of the promises in educational technologies seem to be unfulfilled (Toyama, 2011;Hernández-Leo, Asensio-Pérez, Derntl, Prieto, & Chacón, 2014;Cuban & Jandrić, 2015;Selwyn, 2020).…”

Section: Idont Frameworkmentioning

confidence: 99%

An ontology based modeling framework for design of educational technologies

Chimalakonda

Nori

2020

Smart Learn. Environ.

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Despite rapid progress, most of the educational technologies today lack a strong instructional design knowledge basis leading to questionable quality of instruction. In addition, a major challenge is to customize these educational technologies for a wide range of customizable instructional designs. Ontologies are one of the pertinent mechanisms to represent instructional design in the literature. However, existing approaches do not support modeling of flexible instructional designs. To address this problem, in this paper, we propose an ontology based framework for systematic modeling of different aspects of instructional design knowledge based on domain patterns. As part of the framework, we present ontologies for modeling goals, instructional processes and instructional material. We demonstrate the ontology framework by presenting instances of the ontology for the large scale case study of adult literacy in India (287 million learners spread across 22 Indian Languages), which requires creation of hundreds of similar but varied eLearning Systems based on flexible instructional designs. The implemented framework is available at http://rice.iiit.ac.in and is transferred to National Literacy Mission Authority of Government of India. The proposed framework could be potentially used for modeling instructional design knowledge for school education, vocational skills and beyond.

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Design tools in practice: instructional designers report which tools they use and why

Cited by 21 publications

References 33 publications

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

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

Untitled

An ontology based modeling framework for design of educational technologies

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