Handbook of Research in Educational Communications and Technology
Learning Design
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Elizabeth Boling
Education
English
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Article
Open AccessInstructional design students’ design judgment development
This qualitative multi-case study explores the exercise and development of the design judgment of eight instructional design (ID) students working on design projects over one semester in graduate programs at f...
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How do they define design failure? An investigation of design failure in instructional design practice from the practitioners’ perspective
In this paper, we report findings from a larger study that investigated design failure, as a phenomenon, in instructional design (ID) practice from the perspective of ID practitioners. Following an interpretiv...
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Research methods for design knowledge: clarifying definitions, characteristics, and areas of confusion
In the field of educational technology and instructional design, research methods are emerging that aim to curate different forms of knowledge and insights beyond traditional research studies, or what Reigelut...
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Brad Hokanson and the Summer Research Symposium: The Quiet Force Behind a Signature Event
A design colleague of mine once observed during a meeting, “When I am not sure who the designer is on a team, I listen for the person who is offering concrete ideas about solving problems, and I know that’s th...
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Factoring Power and Positionality into Research on Instructional Design Interventions
This study is an analysis of empirical studies published in major Association for Educational Communications and Technology (AECT)-sponsored journals: Educational Technology Research and Development (ETR&D), T...
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Challenges Implementing Qualitative Research Methods in a Study of Instructional Design Practice
Studies of instructional design (ID) practices do not always highlight the inner workings of the research method and can leave readers without a clear understanding of how the study was actually carried out, p...
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The Invisible Message
The number and variety of messages conveyed by an instructional experience is astonishing, but most designers are unaware of their number, subtilty, and impact. Many of those messages they would not choose to ...
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Learning Experience in an Instructional Design Doctoral Program: A Redesign Case
The faculty of a doctoral program in educational technology started with a reconsideration of their qualifying exams and ended by redesigning every aspect of the program, establishing a structure of interdepen...
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Message Design, the Learning Sciences, and Social Learning Theory
Designing conversations is only possible in an indirect sense; even though conversational forms of instruction are desirable, designers can’t actually design them.
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Conversation Theory and the Message Construct
The purpose of this chapter is to demonstrate that the message construct provided by the architectural theory of instructional design aligns with constructs supplied by an analytic conversation theory that pro...
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Intelligent Tutoring Systems and the Inevitability of the Message Construct
New hardware and software concepts matured in the 1960s to open the way for a great variety of new, dynamic instructional forms. Serious and well-funded experimentation in intelligent tutoring systems marked t...
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Results and Conclusion
In this monograph we have examined evidence for the existence of an instructional design construct, the message. We have provided several historical cases that show that the message construct has been used by ins...
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Instruction as a Conversation: The Imperative for Message Layer Design
The architectural theory of instructional design (Gibbons, 2014; Gibbons & Rogers, 2009) identifies seven major functions carried out by instruction, coinciding with seven independently designable “layers” of ...
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Message Structure, Educational Psychology, and Instructional Technology
In this chapter we begin to explore the body of historical evidence for the claim that the message construct is, and has long been, an important design construct, essential to the design of conversational inte...
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Instructional Design and User Experience Design: Values and Perspectives Examined Through Artifact Analysis
An exploration of values and perspectives embodied in designed artifacts was conducted via the analysis of two artifacts: Mathemagics-Mental Math Tricks™ and Photomath™. Two frameworks were used for the analys...
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Book
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Chapter
Introduction to Design Case Chapters
This section of the handbook presents detailed descriptions of 13 instructional designs, the contexts in which they were created, and how they came to be what they are. Proposals for the chapters in this secti...
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Design tools in practice: instructional designers report which tools they use and why
Minimal attention has been paid by scholars to practitioners’ views of and experiences with instructional design tools. Instructional design practitioners working in diverse setting were surveyed regarding the...
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Use of Precedent as a Narrative Practice in Design Learning
In this chapter, we discuss narrative as a tool for designing, with regard particularly to how narrative may characterize precedent. Precedent is a critical form of design knowledge, comprising the designer’s ...
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Inscribing ethics and values in designs for learning: a problematic
The exponential growth in technological capability has resulted in increased interest on the short- and long-term effects of designed artifacts, leading to a focus in many design fields on the ethics and value...
