This study examined how instructional design (ID) experts used their prior knowledge and previous experiences to solve an ill‐structured instructional design problem. Seven experienced designers used a think‐aloud procedure to articulate their problem‐solving processes while reading a case narrative. Results, presented in the form of four assertions, showed that experts (1) narrowed the problem space by identifying key design challenges, (2) used an amalgam of knowledge and experience to interpret the problem situation, (3) incorporated a mental model of the ID process in their problem analyses, and (4) came to similar conclusions about how to respond to the situation, despite differences in their initial conceptualizations. Implications for educating novice instructional designers are discussed.

This study explored the impact of authentic learning exercises, as an instructional strategy, on preservice teachers' technology integration self-efficacy and intentions to integrate technology. Also explored was the predictive relationship between change in preservice teachers' technology integration self-efficacy and change in intentions to integrate technology. Participants included 104 preservice teachers enrolled into a professional preparation methods course. Technology integration self-efficacy was measured as perceived technological knowledge (TK), pedagogical knowledge (PK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), and technological pedagogical content knowledge (TPACK). A paired samples t-test revealed a significant increase in self-efficacy for all TPACK constructs, as well as intentions to integrate technology. The effect was greatest for PCK. Also, multiple regression analysis revealed change in technology integration self-efficacy as a model, predicted change in intentions to integrate. Particularly change in perceived technology knowledge, predicted change in intentions. Implications for professional preparation programs are shared.

No abstract

In 1971 and again in 1977, Costello reported on two unrelated children with multiple congenital malformations associated with growth and developmental retardation and nasal papillomata (Costello, NZ Med J 74:397, 1971; Costello, Aust Paediatr J 13:114-118, 1977). Subsequently, two similar cases were described (Der Kaloustian et al., Am J Med Genet 41:69-73, 1991; Martin and Jones, Am J Med Genet 41:346-349, 1991). Costello syndrome is now a distinct entity. We describe another patient who additionally had hitherto unreported malformations, such as hydrocephalus, seizures, atrial fibrillation, and flutter with atrial septal defect. Although no nasal lesions were found he had laryngeal papillomata associated with a congenital web. A skin biopsy showed no evidence of lipid or mucopolysaccharide storage disease and muscle biopsy was normal by gross and electron microscopic examination.

Evidence suggests that experienced instructional designers often use heuristics and adapted models when engaged in the instructional design problem-solving process. This study used the Delphi technique to identify a core set of heuristics designers reported as being important to the success of the design process. The overarching purpose of the study was: (1) to examine and describe the heuristics that guided instructional designers' practice and (2) to identify the relationship between these heuristics and key competencies of the discipline, as outlined by the International Board of Standards for Training, Performance, and Instruction. Sixty-one heuristics were ultimately identified (reached consensus). All 61 aligned with at least one of the four categories of IBSTPI, with some aligning with more than one. More specifically, 17 heuristics aligned with Professional Foundations competencies, 17 aligned with Planning and Analysis competencies, 18 aligned with Design and Development competencies and 10 aligned with Implementation and Management competencies. By examining instructional design heuristics, we hope to better understand the potential genesis and/or future application of each heuristic. Results provide insights into the specific heuristics experienced designers perceive as being effective during the ID process.

No abstract

A multitude of factors influence interpersonal interaction between students and instructors in an online course. This study examined perceptions of six experienced online instructors to determine factors they believe increase interaction among their students and between the students and instructor of online courses. The end result is an inventory of strategies that can be used by novice and experienced online instructors alike to impact interpersonal interaction in online courses.

No abstract