Digital Reading Room 2.0 -- MDDE 619: Trends and Issues in Instructional Design (Rev. C2)

MDDE 619: Trends and Issues in Instructional Design (Rev. C2) Report a Broken Link

Course Information

Unit 1 Readings

Center for Applied Special Technology (CAST). (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org

Week 1

Foundations: Definitions and History of Instructional Design and Instructional Technology

Power, R. (2023). Chapter 2: What do instructional designers do. In Everyday instructional design: A practical resource for educators and instructional designers. Pressbooks. https://pressbooks.pub/everydayid/chapter/what-do-instructional-designers-do

Molenda, M. H. (2022). History and development of instructional design and technology. In O. Zawacki-Richter & I. Jung (Eds.), Handbook of open, distance and digital education. Springer. https://doi.org/10.1007/978-981-19-0351-9_4-1

Power, R. (2023). Chapter 3: ADDIE: A framework for exploring ID. In Everyday instructional design: A practical resource for educators and instructional designers. Pressbooks. https://pressbooks.pub/everydayid/chapter/addie-a-framework-for-exploring-id

Power, R. (2023). Chapter 4: Other ISD models. In Everyday instructional design: A practical resource for educators and instructional designers. Pressbooks. https://pressbooks.pub/everydayid/chapter/other-isd-models

Week 2

Universal Design for Learning

Center for Applied Special Technology (CAST). (2018). Universal Design for Learning Guidelines (Version 2.2). https://udlguidelines.cast.org

UDL On Campus by CAST. (n.d.). About UDL. UDL in higher education. Retrieved March 30, 2023. http://udloncampus.cast.org/page/udl_about

Center for Applied Special Technology (CAST). (n.d.). About Universal Design for Learning. Retrieved March 30, 2023. https://www.cast.org/impact/universal-design-for-learning-udl

Gierdowski, D. C., & Galanek, J. (2020, June 1). ECAR study of the technology needs of students with disabilities, 2020 (Research report). Educause. https://www.educause.edu/ecar/research-publications/ecar-study-of-the-technology-needs-of-students-with-disabilities/2020/introduction-and-key-findings

Power, R. (2023). Chapter 17: Accessibility in Online Learning. In Everyday instructional design: A practical resource for educators and instructional designers. Pressbooks. https://pressbooks.pub/everydayid/chapter/accessibility-in-online-learning

W3C. (2023, January). Web Content Accessibility Guidelines (WCAG) (Version 2.2). https://www.w3.org/TR/WCAG22

Week 3

Considering the Issues of Instructional Design and Accessibility Together

Elias, T. (2010). Universal instructional design principles for Moodle. The International Review of Research in Open and Distributed Learning, 11(2), 110–124. https://doi.org/10.19173/irrodl.v11i2.869

Elias, T. (2011). Universal instructional design principles for mobile learning. The International Review of Research in Open and Distributed Learning, 12(2), 143–156. https://doi.org/10.19173/irrodl.v12i2.965

International Board of Standards for Training, Performance, and Instruction (IBSTPI). (n.d.). Instructional designer competencies. Retrieved March 30, 2023. https://ibstpi.org/competency-sets-services/instructional-designer-competencies

Reflections 3 – Position Descriptions

Athabasca University. (2012, November). Professional Position Description: Learning Designer.

Unit 2 Readings

Unit 2 Overview: Video Transcript

Week 4

Educational Psychology and Instructional Design

Power, R. (2023). Chapter 7: Theories and models of online learning. In Everyday instructional design: A practical resource for educators and instructional designers. Pressbooks. https://pressbooks.pub/everydayid/chapter/theories-and-models-of-online-learning

Power, R. (2023). Chapter 8: The zombie of instructional design: Learning styles. In Everyday instructional design: A practical resource for educators and instructional designers. Pressbooks. https://pressbooks.pub/everydayid/chapter/the-zombie-of-instructional-design-learning-styles

Lee, V. (2018). A short history of the learning sciences. In R. E. West (Ed.), Foundations of learning and instructional design technology (1st ed.). Power Learning Solutions. https://edtechbooks.org/lidtfoundations/history_of_learning_sciences

Osguthorpe, R. T., Osguthorpe, R., Jacob, W. J., & Davies, R. S. (2018). The moral dimensions of instructional design. In R. E. West (Ed.), Foundations of learning and instructional design technology (1st ed.). Power Learning Solutions. https://edtechbooks.org/lidtfoundations/instructional_design_moral_dimensions

Thompson, P. (2019). Chapter 11: Professional ethics. In Foundations of educational technology. Oklahoma State University Libraries. https://open.library.okstate.edu/foundationsofeducationaltechnology/part/chapter-11-instructional-design

Week 5

The Daily Practice of Instructional Design

Dicks, D., & Ives, C. (2008). Instructional designers at work: A study of how designers design. Canadian Journal of Learning and Technology, 34(2), 91–108. https://doi.org/10.21432/T28W26

Kenny, R. F., Zhang, Z., Schwier, R. A., & Campbell, K. (2005). A review of what instructional designers do: Questions answered and questions not asked. Canadian Journal of Learning and Technology, 31(1), 9–26. https://doi.org/10.21432/T2JW2P

Pollard, R., & Kumar, S. (2022). Instructional designers in higher education: Roles, challenges, and supports. The Journal of Applied Instructional Design, 11(1). https://dx.doi.org/10.51869/111/rp

Week 6

Considering Universal Design for Learning: Ethics and Standards

Unit 3 Readings

Unit 3 Overview: Video Transcript

Week 7

Traditional and Prescriptive Design Models

Allen, M. (2022, January 12). ADDIE vs SAM: A comparison of common characteristics. The AI blog. https://blog.alleninteractions.com/addie-vs-sam-a-comparison-of-common-characteristics

Thomas, H. (2019, September 20). Pebble-in-the-pond instructional design model in Merrill’s First Principles of Instruction. My Brain is Open. https://www.mybrainisopen.net/pebble-instructional-design-model

Jenkins, J. (2015, July 13). Why rich media matters for learning and development. eLearning Industry. https://elearningindustry.com/rich-media-matters-learning-development

Power, R. (2023). Chapter 11: Planning resources: Multimedia and digital interactions. In Everyday instructional design: A practical resource for educators and instructional designers. Pressbooks. https://pressbooks.pub/everydayid/chapter/planning-resources-multimedia-and-digital-interactions

Week 8

Constructivist Design Models

Hunter, B. (2015). Teaching for engagement: Part 1: Constructivist principles, case-based teaching, and active learning. College Quarterly, 18(2). https://files.eric.ed.gov/fulltext/EJ1079230.pdf

Cronjé, J. (2006). Paradigms regained: Toward integrating objectivism and constructivism in instructional design and the learning sciences. Educational Technology: Research and Development, 54(4), 387–416. https://doi.org/10.1007/s11423-006-9605-1

Week 9

Critical Concepts in Instructional Design (Analytics, Evaluation, Motivation and Reflection)

e-Literate TV. (2018, March 12). Learning Analytics [Video]. YouTube. https://youtu.be/Sanf-2JAg1w

Society for Learning Analytics and Research (SoLAR). (n.d.). What is learning analytics? Retrieved March 30, 2023. https://www.solaresearch.org/about/what-is-learning-analytics

Calhoun, C., Sahay, S., & Wilson, M. (2021). Instructional design evaluation. In J. K. McDonald & R. E. West (Eds.), Design for Learning: Principles, Processes, and Praxis. EdTech Books. https://edtechbooks.org/id/instructional_design_evaluation

Keller, J. (2008). An integrative theory of motivation, volition, and performance. Technology, Instruction, Cognition & Learning, 6(2), 79–104. http://terrikrause.com/Content/documents/Keller2008IntegrativeTheory.pdf

Unit 4 Readings

Unit 4 Overview: Video Transcript

Week 10

The Future of Instructional Design—Instructional Design for Emerging Technologies

Bouchrika, I. (2022, October 11). What is eLearning? Types, advantages, and drawbacks. Research.com. https://research.com/education/what-is-elearning

Pearson Higher Education Services. (2016). e-Learning design architectures [White paper]. Pearson Education. https://www.pearson.com/content/dam/one-dot-com/one-dot-com/us/en/pearson-ed/downloads/eLearning-Design-Architecture.pdf

Bates, A. W. (2022). Media or technology? In Teaching in a digital age: Guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/chapter/8-6-media-or-technology

Learners Mindset. (2021, February 24). Aligning outcomes, activities & assessments: Learners mindset fundamentals [Video]. YouTube. https://youtu.be/YsmbuD00Vfg

Power, R. (2023). Chapter 6: Outcomes and objectives. In Everyday instructional design: A practical resource for educators and instructional designers. Pressbooks. https://pressbooks.pub/everydayid/chapter/outcomes-and-objectives

Dron, J., & Anderson, T. (2014). On the nature and value of social software for learning. In Teaching crowds: Learning and social media (pp. 3–34). Athabasca University Press. https://read.aupress.ca/read/teaching-crowds/section/494844f9-0b73-4edc-b974-b054ec957e3b

Dron, J., & Anderson, T. (2014). Issues and challenges in educational uses of social software. In Teaching crowds: Learning and social media (pp. 275–298). Athabasca University Press. https://read.aupress.ca/read/teaching-crowds/section/281ad5b9-18b8-4d9a-a131-7ab92981994a

Van Eck, R. N., Shute, V. J., & Rieber, L. P. (2017). Leveling up: Game design research and practice for instructional designers. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (4th ed., pp. 277–285). Pearson. https://myweb.fsu.edu/vshute/pdf/levelingup.pdf

Bates, A. W. (2022). Serious games and gamification. In Teaching in a digital age: Guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/chapter/8-7-emerging-technologies

Week 11

The Future of Instructional Design—Instructional Design for Emerging Technologies (continued)

Singh, H. (2020, September 10). Why mobile learning is now more than just a nice-to-have. eLearning Industry. https://elearningindustry.com/why-mobile-learning-is-more-than-just-nice-to-have

Cohen, D. (n.d.). A comprehensive guide to mobile learning design. Shift eLearning. https://www.shiftelearning.com/blog/a-comprehensive-guide-to-mobile-learning-design

Bates, A. W. (2022). Chapter 5: MOOCs. In Teaching in a digital age: Guidelines for designing teaching and learning (3rd ed.). Tony Bates Associates. https://pressbooks.bccampus.ca/teachinginadigitalagev3m/part/chapter-7-moocs

Social Media Lab. (2020, July 13). The state of social media in Canada 2020: A new survey report from the Social Media Lab. https://socialmedialab.ca/2020/07/13/the-state-of-social-media-in-canada-2020-a-new-survey-report-from-the-ryerson-social-media-lab

Wiley, D. (2017, January 13). The evolving economics of educational materials and open educational resources: Toward closer alignment with the core values of education. Educause. https://library.educause.edu/resources/2017/1/the-evolving-economics-of-educational-materials-and-open-educational-resources

Learning Activity 11

Cleveland-Innes, M., Briton, D., Ives, C., Gismondi, M., Gauvreau, S., & Richardson, G. (n.d.). MOOC Instructional Design Principles: Ensuring Quality Across Scale and Diversity [Poster]. Athabasca University.

Week 12

The Future Practice of Instructional Design

Blaschke, L. M., & Brindley, J. E. (2011). Establishing a foundation for reflective practice: A case study of learning journal use. European Journal of Open, Distance and E-Learning. https://old.eurodl.org/?p=special&sp=articles&inum=3&abstract=438

Alvarado, L. (2020, November 17). Is learning design an art or a science? How learning designers need to balance the creative elements of course design with research-based practices. Medium. https://medium.com/the-faculty/is-learning-design-an-art-or-a-science-7be9dfc10800

Campbell, K., Schwier, R. A., & Kenny, R. F. (2005). Agency of the instructional designer: Moral coherence and transformative social practice. Australasian Journal of Educational Technology, 21(2), 242–262. https://doi.org/10.14742/ajet.1337

Carliner, S., Farhan, L., & Cucinelli, G. (2023). Parallel conversations: Contrasting the narratives of instructional design and learning experience design. Unpublished manuscript.

Houx, L. (2020, July 10). Guest post: Instructional design on lockdown. The Learning Scientists blog. https://www.learningscientists.org/blog/2020/7/9-1

Sharif, A., & Cho, S. (2015). 21st-Century instructional designers: Bridging the perceptual gaps between identity, practice, impact and professional development. RUSC: Universities and Knowledge Society Journal, 12(3), 72–85. http://dx.doi.org/10.7238/rusc.v12i3.2176

Singleton, K. J., Evmenova, A., Kinas Jerome, M., & Clark, K. (2019). Integrating UDL strategies into the online course development process: Instructional designers’ perspectives. Online Learning Journal, 23(1), 206–235. https://doi.org/10.24059/olj.v23i1.1407

Assignments

Acme Institute Inc. Job ad: Instructional Designer Position.

Professional Solutions. Job ad: Instructional designer—Learning and performance consultant (LPC).

Assessment Rubric for Assignment 1 – Comparison of ID Competencies

Assessment Rubric for Assignment 2 – Application of Universal Design for Learning and Accessibility Principles

Assessment Rubric for Assignment 3 – Learning Journal and Design Philosophy Statement

Assessment Rubric for Assignment 4 – Course Participation: Active Engagement in Discussion Forums and Seminars