Education Commons^™

The Organizational Structures Of Instructional Design Teams In Higher Education: A Multiple Case Study, Jason Drysdale

Electronic Theses and Dissertations

This study investigated how organizational structures influence leadership over online learning initiatives for dedicated instructional designers in higher education. A qualitative research method was used for within-case analyses for 3 individual universities and a comparative case analysis of all 3 studied institutions. Purposive sampling was used to identify each university that participated and operated within 1 of 3 organizational structure profiles. Data were collected through document analysis and semistructured interviews with participants in 3 key roles at each institution: dedicated instructional designer, online faculty member, and online learning administrator. The organizational structure that most positively influenced the ability for dedicated …

Resilience Training For Va Primary Care Providers, Elizabeth A. Recupero

Instructional Design Capstones Collection

Physician burnout syndrome is epidemic within the U.S. healthcare system. Burnout is defined by three main criteria: emotional exhaustion, depersonalization, and a low sense of personal accomplishment, and its prevalence is highest among primary care providers. The VA’s All Employee Survey (AES) demonstrates that more than 50% of physicians working for the VA Healthcare System exhibit at least one of these symptoms. The literature discusses that this syndrome can be improved by increasing physician resilience. This capstone project first analyzed the need for resiliency training among VA primary care providers. After the needs analysis, an online training that encompassed mindfulness …

How To Create A Stunning Video Orientation By Hand, Rachel S. Evans

Articles, Chapters and Online Publications

This article describes the multi-faceted approach UGA Law Library took with their fall 2018 first year student orientation. It describes the process of the creating a virtual tour experience, pairing it with a hybrid face-to-face event, and assessing the impact of all aspects of the orientation. The creation of the video itself involved a multi-media approach using a combination of visual arts and technology to animate a product that has a longer expiration than traditional video or in-person library orientations offer.

Conversational Forms Of Instruction And Message Layer Design, Andrew S. Gibbons Iii, Elizabeth Boling

Faculty Publications

This research provides a second point of validation for an architectural theory of instructional design (Gibbons, 2014) by demonstrating a robust theory-layer relationship for the Message layer. Previous research validated the theory-layer correspondence for the Control layer, a companion channel used for conversational exchange between learner and instructional system. This research identifies specific theoretical contributions to message layer design from fields as diverse as dialogic systems, recommender systems, social network software, intelligent tutoring systems, conversation theory, learning sciences, interface design, user experience design, computer software design, and education. An unexpected finding is that analysis at the message level, about which …

Informing Online Doctoral Course Development Using Student Feedback, Haydee M. Cuevas, Jan G. Neal

Haydee M. Cuevas

This paper describes the initial development and continuous improvement of DAV 715: Human Factors in Aviation, an online post graduate course in the Ph.D. in Aviation program at Embry-Riddle Aeronautical University (ERAU), from the perspectives of the subject matter expert (SME)/course instructor and the instructional designer/course builder as well as with consideration of student feedback. The process was guided by the 3-Phase Design (3PD) model developed by Sims and Jones (2003). The first section of the paper presents a definition of instructional design and development and salient instructional design challenges. This section also includes descriptions of the Ph.D. in Aviation …

Enhancing Teaching And Learning Through Design Practice, Lori Lockyer

2009 - 2019 ACER Research Conferences

Design is part of a teacher’s practice on a daily basis. Teachers are constantly designing and redesigning learning experiences for their students. However, the notions of the teacher as designer or ‘teacher design practice’ are rarely used as frameworks within teacher education or continuing professional learning. In fact, ‘teacher design thinking’, that is, how school teachers think about and engage in design practice has been an under-researched area. Design thinking has the potential to provide teachers with a scaffold to reflect upon contextual and evidence-based factors when designing learning experiences for their students. However, we need to know how teachers …

Analysis Of Instructional Design Job Announcements (2016), Marina Raynis

Current Issues in Emerging eLearning

This study reports on the results of a job announcement analysis of ninety-three (93) instructional design jobs. Job announcements were collected five (5) times: three times in September 2016, and twice in October 2016. The job analysis focused on identifying key responsibilities and qualifications for instructional designers across the following industries: Corporate, Government / Military, Health, Higher Education, and Non-Profit. The results are discussed, as well as supported and contrasted with a literature review that includes reports on surveyed instructional design professionals.

Teaching Massive, Open, Online, Courses (Moocs): Tales From The Front Line, Patrick R. Lowenthal, Chareen Snelson, Ross Perkins

Educational Technology Faculty Publications and Presentations

Very little research has been conducted about what it is like to teach a MOOC. Given this, a mixed methods study, involving a survey of 186 MOOC instructors and 15 follow-up interviews, was conducted to explore the motivation, experiences, and perceptions of instructors who have taught massive open online courses. Findings indicate that instructors were motivated to teach MOOCs for three main reasons: (1) interest and passion, (2) publicity and marketing, or (3) benefits and incentives. Most instructors had little online teaching experience prior to teaching their first MOOC, but were satisfied with the experience. The majority believed their own …

Designing For Online Computer-Based Clinical Simulations: Evaluation Of Instructional Approaches, Ilana Dubovi

Instructional Technology and Learning Sciences Faculty Publications

Background: Online computer-based simulations are becoming more widespread in nursing education. Therefore, an understanding of when and how to implement the variety of instructional strategies related to these simulations is fundamental.

Objectives: This study compares the effectiveness of online computer-based simulations designed using two alternative instructional approaches—Productive Failure and Simple-to-Complex sequencing—on learning of clinical reasoning skills.

Participants: Participants in this study were undergraduate nursing students (n = 103, mean age = 23.4 ± 2.1) enrolled at a university in Israel.

Methods: Participants completed two online simulations designed using Productive Failure approach (emergency medicine, mental health) and two online simulations using …

Examining Effective Collaboration In Instructional Design, Melissa Sue Ferguson

OTS Master's Level Projects & Papers

The purpose of this study was to examine the application of teamwork in instructional design to determine the frequency by which coordination, decision making, leadership, interpersonal skills, adaptability, and communication are applied in real-world instructional design teams. Instructional designers found on the social media network, LinkedIn, were asked to voluntarily complete the 36-item Teamwork Skills Questionnaire, which was distributed and returned electronically. Descriptive statistics of mean and standard deviation were calculated using Microsoft Excel.

The most frequently applied teamwork skills in instructional design teams were interpersonal skills (M = 3.57) and communication (M = 3.26). Each of the six skills …

Online Course Design And Development Among College And University Instructors: An Analysis Using Grounded Theory, Sally J. Baldwin, Yu-Hui Ching, Norm Friesen

Educational Technology Faculty Publications and Presentations

In this study, a grounded theory approach was used to investigate the process college and university instructors undergo to design and develop online courses. Fourteen instructors who created online courses for four-year colleges and universities were interviewed about their experience designing and developing online courses. Results showed that participants begin the process with objectives and/or with existing course outlines, typically taken from online and face-to-face courses. Next, the instructors structure the course and chunk content. The instructors interviewed rarely use formal instructional design principles, but their design tasks show a striking similarity to those formalized in the ADDIE model. Student …

Instructional Designer Awareness And Application Of Strategies To Manage Cognitive Load, Justin A. Sentz

STEMPS Theses & Dissertations

This study examined how practicing instructional designers manage cognitive load in a standardized scenario as they select and implement instructional strategies, message design, content sequencing, and delivery media within various domains with learners at different levels of expertise. The study employed a quasi-experimental, mixed methods design to gain insight into how practicing instructional designers perceive their awareness of strategies to manage cognitive load and implement those strategies within a standardized design scenario. The research design involved the collection of quantitative data from the participants during an initial web-based questionnaire and a second collection of both quantitative and qualitative data as …

Informing Online Doctoral Course Development Using Student Feedback, Haydee M. Cuevas, Jan G. Neal

Publications

This paper describes the initial development and continuous improvement of DAV 715: Human Factors in Aviation, an online post graduate course in the Ph.D. in Aviation program at Embry-Riddle Aeronautical University (ERAU), from the perspectives of the subject matter expert (SME)/course instructor and the instructional designer/course builder as well as with consideration of student feedback. The process was guided by the 3-Phase Design (3PD) model developed by Sims and Jones (2003). The first section of the paper presents a definition of instructional design and development and salient instructional design challenges. This section also includes descriptions of the Ph.D. in Aviation …

Lessons Learned From Moocs, Deborah Keyek-Franssen

The Emerging Learning Design Journal

A breathtakingly short hype cycle prematurely sounded the death knell for massive open online courses (MOOCs) while overlooking the value that they bring to the table: massive data that describe the convergence of teaching, learning, and technology at scale.

Varying Effects Of Subgoal Labeled Expository Text In Programming, Chemistry, And Statistics, Lauren Margulieux, Richard Catrambone, Laura M. Schaeffer

Learning Sciences Faculty Publications

Originally intended as a replication study, this study discusses differences in problem solving performance among different domains caused by the same instructional intervention. The learning sciences acknowledges similarities in the learners’ cognitive architecture that allow interventions to apply across domains, but it also argues that each domain has characteristics that might affect how interventions impact learning. The present study uses an instructional design technique that had previously improved learners’ problem solving performance in programming: subgoal labeled expository text and subgoal labeled worked examples. It intended to replicate this effect for solving problems in statistics and chemistry. However, each of the …

Preparing The Next Generation Of Instructional Designers: A Cross-Institution Faculty Collaboration, Patricia J. Slagter Van Tryon, Jason K. Mcdonald, Atsusi Hirumi

Faculty Publications

The ability of novice instructional designers to become skilled problem-solvers, who select and apply appropriate instructional design (ID) models in their work environments, are key competencies generally sought after in introductory ID courses. Yet, the proliferation of ID models, coupled with varied philosophies and practices about how ID is taught may pose challenges for ID educators seeking to prepare the next generation of leaders in the field. With little empirical research or documented best practices, ID educators are left to their own judgment about to how to navigate the practical challenges that can arise in the pursuit of their teaching …

Cognitive Load Theory: Applications In Medical Education, Adam W. Wissman

Technical Communication Capstone Course

This article examines how cognitive load theory can help instructional designers in medical education design material and content to best suit their audience. Through the examination of schema construction, working and long-term memory, biologically primary/secondary knowledge, and novice and experienced learners, this article proposes instructional design best practices. This article separates these best practices into three categories: activities, pre-lecture resources, and teaching strategies, which can be applied to either novice learners or experienced learners.

Failing Better: Scaffolding Learning With The Metaliteracy Badging System, Kelsey L. O'Brien

University Libraries Faculty Scholarship

The Metaliteracy Badging System, collaboratively produced by educators from across the State University of New York (SUNY), has undergone several trials and transformations. Over the course of this iterative journey, this resource has served in often-unexpected ways as a flexible educational tool that facilitates meaningful curriculum design and collaborative teaching. This chapter provides an overview of the design and implementation of the system, along with our challenges and goals moving forward. Just as we teach our students to fail better, we too have drawn on our setbacks as opportunities for growth and improvement.

Badging Best Practices, Kelsey L. O'Brien

University Libraries Faculty Scholarship

Digital Badges are gaining traction in the education landscape, and librarians have been some of the leading pioneers at the forefront of this exciting new frontier. This chapter employs Wiggins and McTighe’s “backward design” model as a framework to guide the thoughtful design of digital badges, envisaging how librarians and other educators might leverage the unique qualities of badges at each stage of curricular design.