“Behind the curtain”: exploring how instructional design teams function to complete design and development

2022 ◽  
Author(s):  
Monica W. Tracey ◽  
John Baaki ◽  
Kiran Budhrani ◽  
Smruti Shah
Keyword(s):  
Instructional Design ◽  
Design Teams ◽  
Design And Development

scholarly journals Design models as emergent features: An empirical study in communication and shared mental models in instructional

2006 ◽  
Vol 32 (2) ◽  
Author(s):  
Lucca Botturi
Keyword(s):  
Instructional Design ◽  
Empirical Study ◽  
Development Model ◽  
Design And Development ◽  
Practice Model ◽  
Design Models ◽  
Instructional Design Process ◽  
Emergent Feature ◽  
E Learning ◽  
Specific Project

This paper reports the results of an empirical study that investigated the instructional design process of three teams involved in the development of an e-learning unit. The teams declared they were using the same fast-prototyping design and development model, and were composed of the same roles (although with a different number of SMEs). Results indicate that the design and development model actually informs the activities of the group, but that it is interpreted and adapted by the team for the specific project. Thus, the actual practice model of each team can be regarded as an emergent feature. This analysis delivers insights concerning issues about team communication, shared understanding, individual perspectives and the implementation of prescriptive instructional design models.

Contribution of the co.LAB Framework to the Collaborative Design of Serious Games: Mixed-Methods Validation Study (Preprint)

2021 ◽  
Author(s):  
Dominique Jaccard ◽  
Laurent Suppan ◽  
Félicia Bielser
Keyword(s):  
Mixed Methods ◽  
Game Design ◽  
Serious Games ◽  
Positive Impact ◽  
Serious Game ◽  
Multidisciplinary Design ◽  
Design Teams ◽  
Design And Development ◽  
Significant Difference ◽  
The Impact

BACKGROUND Multidisciplinary collaboration is essential to the successful development of serious games, albeit difficult to achieve. The co.LAB serious game design framework was created to support collaboration within serious game multidisciplinary design teams. Its use has not yet been validated in a naturalistic context. OBJECTIVE The objective of this study was to perform a first assessment of the impact of the co.LAB framework on collaboration within multidisciplinary teams during serious game design and development. METHODS This was a mixed-methods study based on two serious game design projects in which the co.LAB framework was used. The first phase was qualitative and carried out using a general inductive approach. To this end, all members of the first serious game project team who used the co.LAB framework were invited to take part in a focus group session (N=6). Results inferred from qualitative data were then used to define a quantitative instrument (questionnaire) which was designed according to the Checklist for Reporting Results of Internet E-Surveys. Members of both project teams (N=11) were then asked to answer the questionnaire. Quantitative results were reported as median [Q1;Q3] and appropriate non-parametric tests used to assess for between group differences. Finally, results gathered through the qualitative and quantitative phases were integrated. RESULTS In both phases, the participation rate was 100%. Verbatim transcripts were classified into 4 high level themes: influence on collaborative dimensions; impact on project course, monitoring and efficiency; qualitative perceptions of the framework; and influence of team composition on the use of the framework. Accordingly, the web-based questionnaire was then developed according to Burhardt's seven dimensions of collaboration. In both projects, the co.LAB framework had a positive impact on most dimensions of collaboration during the multidisciplinary design and development of serious games. When all collaborative dimensions were aggregated, the overall impact of the framework was rated on a scale from "-42" to "+42" (very negative to very positive). The overall score was 23 [20;27], with no significant difference between groups (P=.58). Most respondents also believed that all serious game design teams should include a member possessing a significant expertise in serious game design frameworks to guide the development process. CONCLUSIONS The co.LAB framework has a positive impact on collaboration within serious game development teams. However, expert guidance seems necessary to maximize development efficiency. Whether such guidance can be provided by means of a collaborative web platform remains to be determined.

The Distance Education Phenomena

2015 ◽  
pp. 112-142 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Development Process ◽  
Instructional Designers ◽  
Community Of Learners ◽  
Global Community ◽  
Comfort Zone ◽  
Design And Development ◽  
Building Relationships ◽  
Instructional Facilitator

The Instructional Design field has been significantly impacted by the distance education phenomena. With the strengthening of the distance education presence, more focus has been framed around concerns related to interactive activities that built upon the importance of communications and building relationships between the course information, the learners, the instructional facilitator, and the larger community wherein the information may be more fully framed. The vast and ever-expanding distance education phenomena is moving beyond the traditional “comfort zone” of procedural Instructional Design expectations, towards a more holistic and innovative thoughtful multimedia-supported design and development process wherein the Instructional Designers must be able to engage more fully in the socio-engagement of the learner within a multimedia-supported global community of learners. This chapter describes the developments of distance education from the perspective of instructional designers.

Individualized Web-Based Instructional Design

2011 ◽  
pp. 375-388
Author(s):  
Fethi Inan ◽  
Michael Grant
Keyword(s):  
Instructional Design ◽  
Individual Differences ◽  
Adaptive Methods ◽  
Design And Development ◽  
Web Based ◽  
Individualize Instruction ◽  
Web Based Instruction ◽  
Individual Needs ◽  
Based Instruction ◽  
Instruction Design

Adaptive (Individualized) Web-based instruction provides mechanisms to individualize instruction for learners based on their individual needs. This chapter will discuss adaptive Web-based instruction, paying particular attention to (a) the implications of individual differences to Web-based instruction, (b) the adaptive methods that are available to designers and developers, and (c) the considerations for instruction design and development with adaptive Web-based instruction. The primary purpose of this chapter is to provide a framework to shape the development of future individualized Web-based instruction.

BAHAN AJAR WRITING FOR ACADEMIC PURPOSES BERBASIS SELF-MOTIVATED LEARNING

2014 ◽  
Vol 6 (2) ◽  
pp. 111-126
Author(s):  
Imroatus Solikhah
Keyword(s):  
Reading Comprehension ◽  
Critical Thinking ◽  
Instructional Design ◽  
Development Stage ◽  
English For Academic Purposes ◽  
Design And Development ◽  
The Core ◽  
Reflective Design ◽  
Basic Competency ◽  
Core Materials

 This study is aimed at devising teaching materials for Writing for Academic Purposes (WAP).  In context of English for Academic Purposes (EAP), writing is the core materials together woth reading comprehension and critical thinking.  The study used Recursive Reflective Design and Development (R2D2) from Willis (1995). The main data if this study were writing materials for academic purposes and the subjects of the study included lecturer, students, and expert in writing. The study revealed two main ifndings.  In the Defining Stage, the findings indicated that WAP should include writing for academic purposes that start from paragraph, three paragraph-composition, and 3-5 paragraph essay. The model of the essay is argumentative or persuasive essay as it is applicable for Test of Written English (TWE) for the TOEFL.  In the Design and Development Stage, the WAP materials were developed into four components of instructional design:  Competency Standard, Basic Competency, Indicators, and Core Materials.  In overall outline, the design of WAP is begun with paragraph and its component and the essay for TWE.               

Instructional Designers' Perceptions of Their Agency

2011 ◽  
pp. 1-18 ◽  
Author(s):  
Richard A. Schwier ◽  
Katy Campbell ◽  
Richard F. Kenny
Keyword(s):  
Instructional Design ◽  
Social Change ◽  
Graduate Programs ◽  
Change Agents ◽  
Instructional Designers ◽  
Change Agency ◽  
Design And Development ◽  
Societal Dimensions

Instructional designers provide more than service in the design and development of instruction; they also act as social change agents. This chapter draws on the stories of instructional designers to develop a model of change agency that includes interpersonal, professional, institutional and societal dimensions. The model provides guidance for the development of new skills in instructional design, for serious reflection by instructional designers about their own influence as agents, and for graduate programs in instructional design to address agency.

The Respective Roles of Broad and Deep Research in Instructional Design and Development Work

2020 ◽  
pp. 168-182
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Instructional Design ◽  
Design Research ◽  
Development Work ◽  
Subject Matter Experts ◽  
Research Strategies ◽  
Design And Development ◽  
Content Learning ◽  
Design Projects ◽  
Instructional Design And Development ◽  
The Many

The work of instructional design (ID) requires new content learning, which often requires various types of published or secondary research as well as direct elicitations from the cooperating subject matter experts (SMEs) about the topic. For instructional design projects, both design and development, a range of information is required: who the target learners are; what content knowledge is required (as knowledge, skills, and abilities); what pedagogical designs may be most effective; what technologies will be required for the build; what learning sequences, objects, assignments, and assessments are needed; what legal and technological standards need to be abided by. This work describes research strategies for instructional design, research documentation, research citations, and applying the many acquired research insights to the instructional design and development work.

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