Education Commons^™

Identifying Support Structures Associated With Informal Formative Evaluation In Instructional Design, Suzanne Smith, Tian Luo

STEMPS Faculty Publications

Instructional designers perform informal formative evaluation in design practice. An evaluation may be used to locate errors in alignment of instructional objectives or to increase the quality or effectiveness of a design. An instructional design review is similar to peer reviews in higher education which are often structured, and tools are provided to contribute to the review. A study was performed to identify the support structures and tools that contribute to building a community of feedback within the practice of instructional design reviews. Six instructional designers and design managers were interviewed to gather the processes they use in design reviews …

Instructional Designers' Perceptions Of The Practice Of Instructional Design In A Post-Pandemic Workplace, Donna Petherbridge, Michelle Bartlett, Jessica White, Diane Chapman

Educational Foundations & Leadership Faculty Publications

This article explores instructional designers’ perceptions of changes to instructional design practice in a post-pandemic workplace. A thematic analysis of interviews conducted with 33 instructional designers revealed that instructional designers believe that the profession is profoundly altered post-pandemic. Findings around post-pandemic instructional design practice include adopting agile instructional design practices, increasing collaborations with others within a context of empathy, recognizing the importance of accessibility, and increasing reliance on technology to deliver both instruction and training within the context of an expanded portfolio of how instruction will be delivered in the future.

Universal Design For Learning Implementation In Higher Education: Survey Of Faculty And Instructional Designers, Breanne A. Kirsch, Tian Luo

STEMPS Faculty Publications

Universal design for learning (UDL) is an inclusive design framework. Faculty and instructional designers were surveyed to investigate UDL implementation in higher education. This survey was based on one used by Westine et al. (2019). Results about how faculty and instructional designers learn about UDL, how instructional designers train and support faculty in UDL, and why and how participants choose to employ UDL are shared. The results from this study have provided new findings in relation to faculty and instructional designer UDL implementation efforts in higher education that have implications for training and supporting faculty with UDL application efforts.

Building Belonging Into The System, Kristin Herman, Michelle Gill

STEMPS Faculty Publications

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 create safe, predictable learning environments characteristic of a trauma-informed approach to teaching and learning are shared. The assumption virtual learners are not looking to experience belonging and cannot be successful unless they already have strong SEAL skills is challenged. Rather, the positioning of SEAL competencies as learning objectives rather than necessary prerequisites to access online learning proved to contribute to more equitable learning opportunities.

Authentic Learning Design Failures: The Need For Learner And Contextual Analysis And Participatory Design, Mohan Yang, Jon Harbor

STEMPS Faculty Publications

This design case examines what program leaders learned from failures in the design of a program of authentic learning about teaching diverse audiences through educational outreach. The program was initiated and then redesigned to develop the teaching and communication skills of graduate students from a wide range of backgrounds by engaging them in authentic experiences with middle school teachers and students. Analysis of post-program data revealed seven design failures related to the lack of upfront analysis to inform the program design. Each design failure was detailed through a fishbone diagram method to identify the corre- sponding contributing factors. The failures …

Pursuing Professional Learning By Using Social Media: How Do Instructional Designers Apply Self-Regulated Learning?, Pauline Salim Muljana, Tian Luo

STEMPS Faculty Publications

The instructional design and technology field are dynamic, requiring instructional designers to stay abreast through timely professional learning. Social media offers characteristics to collapse the time, geographical, and financial limitations of informal professional learning, but challenges exist. Continuous professional learning requires proactive actions, wherein self-regulated learning (SRL) plays an important role. How-ever, not all professionals know the effective strategies to promote SRL skills. This study examines instructional designers' (N = 17) experiences of professional learning on social media through an SRL lens. Data collected through semi-structured inter-views were analyzed using thematic analysis. Findings include SRL strategies con-ducted by instructional designers …

Instructional Message Design: Theory, Research, And Practice (Volume 2), Miguel Ramlatchan (Author & Editor), Elisa L. Shaffer (Author), Marissa A. Jimenez (Author), Spyridoula Tsouganatou (Author), Yolanda Montague (Author), Maria Satre (Author), Brittney Heath (Author), Bradley Sanders (Author), Jim Shifflett (Author), Meghan Soldani (Author), Shuree Altantsetseg (Author), Melissa Hatfield (Author), Casey Kohler (Editor)

Instructional Message Design, Volume 2

Message design is all around us, from the presentations we see in meetings and classes, to the instructions that come with our latest tech gadgets, to multi-million-dollar training simulations. In short, instructional message design is the real-world application of instructional and learning theories to design the tools and technologies used to communicate and effectively convey information. This field of study pulls from many applied sciences including cognitive psychology, industrial design, graphic design, instructional design, information technology, and human performance technology to name just a few. In this book we will visit several foundational theories that guide our research, look at …

Chapter 05: A Brief Introduction To Instructional Message Design In Synchronous Online Learning Technologies, Spyridoula Tsouganatou

Instructional Message Design, Volume 2

This chapter will analyze and discuss concepts related to instructional message design as it relates to synchronous online learning technologies. Synchronous online learning is becoming increasingly popular especially in the pandemic era and it is able to provide students with a lot of opportunities and benefits for their learning processes. This chapter specifically will provide an analysis of the major benefits and challenges of synchronous online learning technologies. It will also discuss learning platforms such as Zoom, that can be used to further provide the reader with concrete examples of an online tool that is able to successfully develop a …

Chapter 11: Instructional Message Design In E-Learning, Meghan Soldani

Instructional Message Design, Volume 2

Instructional message design is an essential aspect of an effective e-learning experience for learners. E-learning is the use of online and mobile technologies to develop learning material, content, and applications for online learners. As an instructional designer, it is important to analyze and know your audience, engage the user, use relevant information, and provide a good user experience. Other critical aspects of message design for e-learning include the reduction of extraneous cognitive load, the aesthetic look and feel of the design, designing for learner motivation, and a focused simplicity of design. User engagement can also be encouraged by relevant content …

Chapter 12: Perception In Instructional Message Design, Shuree Altantsetseg

Instructional Message Design, Volume 2

This chapter aims to discuss perception from various academic disciplines and its relations and effects on information processing in instructional message design. Improved awareness of this concept assists instructional designers in conveying their message effectively and improves effective instruction in immersive learning environments. In this chapter, Gestalt, neurological, ecological, and computational perspectives and processes on perception are first discussed and followed by applications in instructional message design and instructional design.

Chapter 01: Message Design For Instructional Designers - An Introduction, Miguel Ramlatchan

Instructional Message Design, Volume 2

Instructional message design is the use of learning theories to effectively communicate information using technology. Design is guided by theories including gestalt, cognitive load, multimedia learning, media selection, media attributes, and general communication systems. Our communication designs can be based on a wide variety of technologies or a combination of technologies. Technology in the form of tools and techniques includes, among others, the study and the use of typography, color, illustrations, photographs modeled graphics, augmented reality, animation, video, video games, simulations, and virtual reality. This introduction serves as a brief overview of these theories, tools, and techniques while subsequent chapters …

Chapter 02: Cognitive Load Theory And Instructional Message Design, Elisa L. Shaffer

Instructional Message Design, Volume 2

Cognitive Load Theory’s (CLT) purpose is to aid in the design of messages, instructional and otherwise, so that learning and message retention are more effective. CLT was introduced in 1998 by John Sweller and his colleagues. They used the constructs of three areas of memory, sensory, working, and long-term memory, to develop a theory to address the limited capacity of working memory. Through these efforts, they created the concepts of intrinsic, extraneous , and germane cognitive load and used these concepts to explain how various loads are placed on working memory. The purpose of this chapter is to describe the …

Chapter 03: Multimedia Learning Theory And Instructional Message Design, Miguel Ramlatchan

Instructional Message Design, Volume 2

Multimedia learning theory describes how the designers of instructional messages, systems and learning environments can optimize learning. The principles and heuristics of multimedia learning theory have application in traditional and online environments, with young and adult learners, in K-12, higher education, military, corporate, government, and informal learning environments. This diversity of application is based on the foundational premise that all learners can independently process auditory and visual information, have limited working memory resources, and require cognitive resources to process new information and to learn. This chapter describes the basic tenets of multimedia learning theory, best practices that can improve our …

Chapter 07. Message Design For Healthcare Simulation, Maria Satre

Instructional Message Design, Volume 2

Simulation is a teaching method that motivates and engages learners (Ifenthaler et al. 2020; Martin & Betrus, 2019), can provide better student performance outcomes compared to traditional classroom education (Chernikova et al. 2020; D’Angleo et al., 2014; Di Natale et al., 2020; Gralnick & Levy, 2011; Pellas et al., 2019), and can even replace some real-world learning experiences (Alexander et al., 2015). Instructional designers who develop healthcare simulations should use relevant learning theory and instructional message design to ensure that the simulation is learner-centered and based in evidence-based practice to maximize the potential for the learning experience.

Chapter 08: Designing With Disabilities In Mind, Brittney Heath

Instructional Message Design, Volume 2

Instructional message designs are everywhere, and not everyone that interacts with the messages do so with ease. We need to begin thinking about those with disabilities while we are creating our designs to make understanding the importance of each message easier for everyone. Some strategies that can be used are: chunking information, using one main theme, and visual supports. This chapter focuses on a few common disabilities that can easily be accommodated: Autism Spectrum Disorder, Specific Learning Disabilities, and Attention Deficit/Hyperactivity Disorder.

Chapter 06. Instructional Applications Of Augmented And Virtual Reality, Yolanda Montague

Instructional Message Design, Volume 2

Virtual and augmented reality are two examples of message design tools in the arsenal of educators that can be employed in order to create relations between content and the real life experiences of students. Virtual reality can take many forms and augmented reality may be an option that provides more relatable hands on experience for learners. As leaders in education are on a continual journey towards more innovative means of teaching, these two choices provide opportunities for educators to be innovative, while maintaining learning as the primary focus. Within the realm of both virtual and augmented reality, there are many …

Chapter 09: Messaging For Performance - Instructional Message Design In Human Performance Technology, Bradley Sanders

Instructional Message Design, Volume 2

Human performance technology (HPT) is the practice of applying systematic models and methods to uncover the causes of systemic performance issues, particularly within organizations. HPT seeks to improve human performance outcomes by placing an emphasis on the investigation of causal factors outside of training and education deficiencies; only looking for those causes after all factors outside of the individual have been exhausted. In these instances, instructional interventions are chosen to close the identified performance gap and improve performance. This chapter defines HPT as a practice and provides the professional foundation of prominent models and methods used to improve performance. In …

Chapter 13: Web Conferencing Best Practices For K-12 Online Teachers, Melissa Hatfield, Miguel Ramlatchan

Instructional Message Design, Volume 2

There is no shortage of online advice on how to use web conferencing applications like Zoom, that allow for real-time audio, video, and content engagement between teachers and students. While much of this advice is based on practitioner experience, a growing number of guides are now based on applied research and theory. This is one of those later guides, presenting best practices based not only on practical experience but on applied research from instructional message design. While not meant to be an all-encompassing treatise on all things Zoom, this chapter does present and encourage the use of Zoom’s functionality to …

Chapter 14: Zoom Conferencing Best Practices For Professional Presentations, Conferences, And Events, Brian Watkins, Miguel Ramlatchan

Instructional Message Design, Volume 2

The adoption and diffusion of online web conferencing has allowed for expanded access to professional seminars, workshops and webinars. However, unlike in-person, face-to-face presentations, delivering a Zoom Meeting or Webinar creates a number of new and different concerns and configuration challenges that are not present in an in-person event. This chapter summarizes instructional message design best practices for Zoom conferencing and serves as a guide for how to set up your computing environment, physical location, presentation, and how to keep your audience engaged. This section of our instructional message design book also presents a guide to planning for the delivering …

Chapter 04: Instructional Message Design In Moocs, Marissa A. Jimenez

Instructional Message Design, Volume 2

Massive Open Online Courses (MOOCs) are appealing to higher education institutions, as they consider MOOCs a way to reach a large, varied group of students. With a completion rate of less than 10%, however, institutions struggle to maintain MOOCs (Major, 2016). While there is little to no cost for students to enroll in them, the cost for the institution to develop and maintain MOOCs can be high from a time and resource perspective. Improving student motivation and interaction in MOOCs may impact completion rates. Designers of MOOCs could leverage instructional message design strategies to improve social presence, and as a …

Chapter 10: Game Literacy And Message Design, Jim Shifflett

Instructional Message Design, Volume 2

The popularity of video games with today’s learners requires that educators and instructional designers develop game literacy , or an understanding of game mechanics and design. The purpose of this chapter is to discuss game literacy within the context of instructional message design and to illustrate how video game designers apply and adapt principles of instructional message design to manage cognitive load through an immersive experience. These techniques include customizing the screen to display only necessary information and signaling changes in gameplay through sound cues and cinematic perspective. Game mechanics that foster germane load include tutorial missions and interface design. …

Instructional Design Learners Make Sense Of Theory: A Collaborative Autoethnography, Holly Fiock, Sally Meech, Mohan Yang, Yishi Long, Tadd Farmer, Nathan Hilliard, Adrie A. Koehler, Zui Cheng

STEMPS Faculty Publications

Understanding theory is essential to instructional design (ID) research and practice; however, novice designers struggle to make sense of instructional design theory due to its abstract and complex nature, the inconsistent use of theoretical terms and concepts within literature, and the dissociation of theory from practice. While these challenges are generally understood, little is known about the sensemaking process of learners as they encounter these challenges in pursuit of deeper theoretical understanding. Using a collaborative autoethnographic approach, six ID learners investigated their sensemaking experience within an advanced ID theory course. Autoethnography, a form of qualitative research, focuses on self-reflection “to …

Administrators' Roles In The Use And Training Of Evidence-Based Practices For Students With Autism Spectrum Disorder, Selena J. Layden, Ann S. Maydosz, Teresa G. Crowson, Annemarie L. Horn, Amanda Faye Working

Communication Disorders & Special Education Faculty Publications

Federal mandates require special education teachers to use instructional practices grounded in scientific research. Accordingly, the National Professional Development Center on Autism Spectrum Disorder (NPDC) identified 27 evidence-based practices specific to teaching students with autism spectrum disorder (ASD; Wong et al., 2014). Though these practices have undergone a rigorous identification process, less is known about the level of training and confidence in implementation of these instructional practices by education professionals who work with students with ASD. Our study assessed education professionals' (including administrators, teachers, and related services personnel) ratings of their level of training, confidence in implementation, and frequency of …

Past Precedent Reconciling Established Multimedia Principles In 3d Virtual Learning Environments, Kristin Herman, Jim S. Shifflett, Courtney W. Schoolmaster, Charles Thull, Noah Glaser

STEMPS Faculty Publications

This design case documents the inception, development, and installation of a virtual exhibit on ethical use of learning analytics (LA) for the Museum of Instructional Design (MID), hosted in Mozilla Hubs. Tension emerged as the design team attempted to negotiate established principles of multimedia design theory (see Mayer, 2014; Mayer & Fiorella, 2021; Richardson, 2014) within an emerging learning environment. A rapid prototyping model, combined with elements of critical museology and dialectics, allowed for ongoing formative evaluation of design fidelity. Exhibit artifacts consisted of scenarios illustrating the ethical ambiguities of LA; a data justice timeline pairing recent peer-reviewed articles on …

The Potential Of Artificial Intelligence In Higher Education, Helen Crompton, Donggil Song

Teaching & Learning Faculty Publications

Artificial Intelligence (AI) is seeping into many aspects of our everyday lives, with common internet applications, smartphones and even household appliances. Within education, AI is a rapidly emerging field and there is a strong potential for AI to greatly extend and enhance teaching and learning in higher education (Crompton et al., 2020). AI is defined as “computing systems that are able to engage in human-like processes such as learning, adapting, synthesizing, self-correction and use of data for complex processing tasks” (Popenici & Kerr, 2017). In the Horizon Report 2020 report (Brown et al., 2020), AI is listed as one of …

Free Asynchronous Professional Development By, From, And For Instructional Designers: How Informal Learning Opportunities Shape Our Professional Learning And Design Practices, Pauline S. Muljana, Kristen Austion, Kayla Jutzi, Lora B. Pezzell, Malgorzata (Gosia) Pytel

STEMPS Faculty Publications

Instructional designers (IDs) need to maintain an understanding of the current trends and issues within the field. Pursuing professional learning informally supports IDs’ effort to keep up with current trends and issues because it is not restricted by curriculum and time. Professional development (PD) offered by Professional Development for Instructional Designers (PD4IDs) learning group can address issues related to geographical and funding limitations. This application paper presents the coordination of PD based on the conceptual framework (e.g., Community of Practice and Social Network Knowledge Construction) and reflections of several PD4IDs members with various roles. The reflections indicate the benefits of …

Effects Of E-Coaching During Mursion™ Simulations On The Occurrence And Variety Of Behavior Specific Praise, Annemarie L. Horn, Marcia L. Rock, Andy M. Markelz (Ed.)

Communication Disorders & Special Education Faculty Publications

We used a concurrent multiple-baseline research design replicated across participants to evaluate the effects of eCoaching on increasing the delivery and maintenance of behavior specific praise (BSP) in a mixed-reality Mursion™ classroom simulation. Participants consisted of four master’s students in a special education program. Results showed noteworthy increases in the rate and percent participants gave BSP during the intervention condition. Additionally, praise variety increased in all participants, and high rates of BSP were observed as the intervention was faded and removed all together. Our study extends the extant literature on an emerging evidencebased practice (i.e., BSP) and helps validate eCoaching …

Lights, Camera, Activity! A Systematic Review Of Research On Learner-Generated Videos, Bridgette Shade Epps, Tian Luo, Pauline S. Muljana

STEMPS Faculty Publications

Aim/Purpose

The current literature discusses the use and benefits of learner-generated videos (LGVs). However, it rarely addresses any correlation between the types of subjects that are best suited for using these videos or what techniques should accompany the use of LGVs.

Background

This systematic review synthesizes current literature to identify patterns and implications that develop from the use of LGVs so that their future use can be both consistent and effective. This paper also reviews the studies to establish the most consistent educational benefits that emerge from this activity.

Methodology

Employing the Preferred-Reporting of Items for Systematic Reviews and Meta-Analyses …

When Failure Is An Option: A Scoping Review Of Failure States In Game-Based Learning, F. Eamonn Powers, Robert L. Moore

STEMPS Faculty Publications

As interest in the use of games and gaming elements within learning environments grows, educators and designers may find it easier to account for winning than for losing and failure. This scoping review examines the role of failure and loss within game-based instructional interventions. Because of the varied methods and relatively small number of articles directly addressing the intersection between failure and loss within game-based instructional interventions, a scoping review was undertaken. This review included 14 peer-reviewed articles which explored a range of instructional contexts implementing failure state game mechanics. We identify several key takeaways that indicate how failure state …

Design Matters: Development And Validation Of The Online Course Design Elements (Ocde) Instrument, Florence Martin, Doris U. Bolliger, Claudia Flowers

STEMPS Faculty Publications

Course design is critical to online student engagement and retention. This study focused on the development and validation of an online course design elements (OCDE) instrument with 38 Likert-type scale items in five subscales: (a) overview, (b) content presentation, (c) interaction and communication, (d) assessment and evaluation, and (e) learner support. The validation process included implementation with 222 online instructors and instructional designers in higher education. Three models were evaluated which included a one-factor model, five-factor model, and higher-order model. The five-factor and higher-order models aligned with the development of the OCDE. The frequency of use of OCDE items was …