Instructional Design Technology Research Articles

Exploring the Teaching and Learning Indicators towards Education 4.0 in MTUN, Malaysia

MTUN has been given responsibility for producing skilled TVET workforces in the industrial sectors. Therefore, the education structure in MTUN is gradually making a transition to Education 4.0 to integrate the existing education structure with the discovery of the 4th Industrial Revolution new technologies. The impact of this shift demands changes in the implementation of teaching towards Education 4.0. Teaching towards Education 4.0 is a phenomenon in moving the change of MTUN to a higher level. However, there is an issue of a mismatch of skills between the industry's needs and graduates' quality to face the 4th Industrial Revolution in Malaysia. Therefore, this study explores how to implement Education 4.0 to produce quality and technologically skilled graduates required by the industry. Thus, this study aims to determine the indicators and elements of teaching towards Education 4.0 for Engineering Technology in MTUN. The study involved seven experts in instructional design technology and in Technical Vocational Education and Training (TVET). The interview data collections were analysed using thematic analysis to explain the subject matter of this study. Eight elements were identified to implement teaching towards Education 4.0. These include Industry 4.0 elements, courses design, projects, practical, simulation, educator readiness, up-skilling and re-skilling training, and industrial experience. These elements may be viewed in two mains constructs which are essential to implement in the Engineering Technology programme in MTUN. There are curriculum and educator professional development. Further studies, which take these variables into account will need to be undertaken.

Instructional Designers’ Use of Informal Learning: How Can We All Support Each Other in Times of Crisis?

The purpose of this study was to investigate instructional designers’ needs during a rapid transition to remote learning due to COVID-related shutdowns of campuses, schools, and organizations. For the purpose of this study, we chose a large Facebook group for instructional designers as a medium of informal learning. Following a mixed-method study design, we answered the following research questions: (RQ1) What needs did instructional designers express and report in an informal learning environment during the COVID-19 crisis? (RQ2) In what way did an informal learning environment facilitate peer-to-peer support for instructional designers? The findings of this study highlighted diverse expressed needs, ranging from educational technology needs to COVID-19 specific and general pedagogical needs. We found that peer-to-peer support between instructional designers was facilitated in an informal learning environment through an exchange of ideas and advice that were prompted by questions/requests for support. The study begins to document the needs of instructional designers during the COVID-19 crisis in instructional design technology (IDT) literature. The online environment we studied seems to provide numerous options for informal learning activities for instructional design professionals.

Discovering the Learning Styles in Relation to the 21st Century Fluencies: Input to Instructional Technology Design

Discovering the Learning Styles in Relation to the 21st Century Fluencies: Input to Instructional Technology Design

Developing an Open Textbook for Learning and Instructional Design Technology

Despite the emphasis on open educational resources in our field, there are surprisingly few examples of open textbooks in our field, as well as in graduate education generally, despite the findings from research that these books can be affordable, high quality, and advantageous to students and faculty. In this article I describe one process for creating an open introductory textbook. I discuss design decisions, technological choices, and lessons learned, including suggestions for other potential book creators, in an attempt to encourage further development of open book scholarship. I also share initial data on student perceptions about the book, and my conclusions about the textbook creation process.

Incorporating LINE Smartphone Affordances

This study used MALL technology to mediate a collaborative learning environment focused on cross-cultural understanding. Research questions addressed the participants' perceptions about the role of the English language today, the use of technology to assist language learning, their attitudes about studying English via cross-cultural interaction, and their perceptions leading to instructional technology design best practices for English learning activities using LINE. Students from Japan and Taiwan wrote collaborative 700 word essays, collaborating via the LINE smartphone app. Data collection used a survey, open-ended questions at the conclusion of the study, and analysis of the actual essays. The instructional design was shown to be successful in fostering beneficial responses by the participants and a strong willingness to engage in future international communication. The affordances provided by LINE are analyzed, and best practices offered for using LINE as a platform for learning.

Using Innovative Instructional Technology to Meet Training Needs in Public Health

Technology and distance learning can potentially enhance the efficient and effective delivery of continuing education to the public health workforce. Public Health Training Centers collaborate with instructional technology designers to develop innovative, competency-based online learning experiences that meet pressing training needs and promote best practices. We describe one Public Health Training Center's online learning module design process, which consists of five steps: (1) identify training needs and priority competencies; (2) define learning objectives and identify educational challenges; (3) pose hypotheses and explore innovative, technology-based solutions; (4) develop and deploy the educational experience; and (5) evaluate feedback and outcomes to inform continued cycles of revision and improvement. Examples illustrate the model's application. These steps are discussed within the context of design practices in the fields of education, engineering, and public health. They incorporate key strategies from across these fields, including principles of programmatic design familiar to public health professionals, such as backward design. The instructional technology design process we describe provides a structure for the creativity, collaboration, and systematic strategies needed to develop online learning products that address critical training needs for the public health workforce.

REVIEW: Learning And Instructional Technologies For The 21st Century

As an edited book, “Learning and Instructional Technologies for the 21st century” provides us a sense of integrated puzzle or a big picture which consists of valuable contributions and forward looking ideas in many chapters regarding instructional technology design, development, application, tools, models and views for the 21st century.

Compelling Case Experiences; Performance, Practice, and Application for Emerging Instructional Designers

Instructional design (ID) case studies, which pose authentic ill-defined design problems in realistic environments, can help instructional design students bridge the gap between novice and expert practice. Over the past three years, we have explored aspects of this educational approach through the development of Web-based ID cases at the Curry School of Education, University of Virginia. This paper begins with a look at case study methods and how they are used to help students gain experience in professional practice. We describe the design and development of our Web-based ID Case Competition and follow with a report on the competition involving seven universities. Officials and students felt that the case experience was valuable for developing ID expertise and preparation for professional practice. These advantages, and the opportunity for team collaboration, were noted as motivators for participation. Most of the students were enthusiastic about the inclusion of emergent ID and performance technology issues in the case and felt the experience expanded their knowledge of ID practice and application. We close with a discussion of implications for professional development and recommendations for future development activities.

A Report on the Seventh International Conference on Case Method Research and Case Method Application

This report reviews the papers presented at the seventh WACRA conference. The range of topics and perspectives is very wide, as is the range of application areas and countries represented. However, some recurring themes can be identified, notably the growing interest in effective use of instructional design technologies for case development and effective case implementation and discussion strategies.

Citations as a Key to Identity in the Field of Instructional Design Technology

Citations as a Key to Identity in the Field of Instructional Design Technology

Pros and Cons of educational technologies as methods for disseminating evidence-based treatments.

The article by Weingardt (this issue) proposes the adoption of instructional design technologies (IDTs) for the dissemination of empirically supported psychological therapies (ESTs). Although the use of such tools for the dissemination of ESTs clearly has multiple benefits, it is important to consider the broader implications of these approaches for clinical research and treatment. We suggest that reliance of educationally based technologies could have important consequences for the way in which the scientist-practitioner relationship is framed. Furthermore, we propose that the adoption of IDT principles raises some significant practical and conceptual concerns about the future directions of psychotherapy research and practice.