Developing Practical Knowledge and Skills of Online Instructional Design Students through Authentic Learning and Real-World Activities

Lowell, Victoria L.; Moore, Robert L.

doi:10.1007/s11528-020-00518-z

Cited by 27 publications

(25 citation statements)

References 28 publications

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“…These studies found that possessing the knowledge of ID and learning, instructional theories, the capacity to collaborate with a team and possessing communication skills are required by the employers to meet their organizational needs (Lowell & Ashby, 2018;Ritzhaupt & Kumar, 2015;Ritzhaupt & Martin, 2014;Sugar & Moore, 2015;Wakefield et al, 2012). Employers also sought instructional designers that are independent thinkers and can adapt to new and developing circumstances (Lowell & Moore, 2020;Sugar et al, 2012). In addition to being independent thinkers, possessing technical skills is important to meet the employer's expectations (Lowell & Moore, 2020;Ritzhaupt & Kumar, 2015;Sugar et al, 2012).…”

Section: Becoming An Instructional Designermentioning

confidence: 99%

How Instructional Design Is Operationalized in Various Industries for job-Seeking Learning Designers: Engaging the Talent Development Capability Model

et al. 2021

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In 2020, as COVID-19 impacted the world, instructional designers quickly came to the forefront of higher education, consulting, and corporate settings. Additionally, in early 2020, the Association for Talent Development (ATD) globally launched their new Talent Development Capability Model. To determine how instructional design is operationalized in various industries, we utilized the Talent Development Capability Model as a framework to review 100 online job postings from LinkedIn, Indeed. com, and HigherEdJobs.com, scanning each for the 23 capabilities identified in the ATD Talent Development Capability Model. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) organizational framework as our method of reviewing job postings, we found that instructional design, talent delivery and facilitation, technology application, communication, and collaboration and leadership capabilities appeared the most frequently. Educational requirements were statistically significantly associated with job sectors, as shown in our analysis. With these results and analysis, this research will inform both formal instructional design education programs and job seekers regarding how instructional design is operationalized in job requisitions. This research will also provide insights into alignments with the ATD Talent Development Capability Model and job requisitions.

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Section: Becoming An Instructional Designermentioning

confidence: 99%

How Instructional Design Is Operationalized in Various Industries for job-Seeking Learning Designers: Engaging the Talent Development Capability Model

et al. 2021

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“…In order to move beyond the model and to cover the full range of principles as described above, learning design students could engage in either case based learning scenarios (Ertmer & Russell, 1995 ; Ertmer et al, 2013 ) or real world problem solving (Hartt & Rossett, 2000 ). Lowell and Moore ( 2020 ) extend this idea by suggesting that learning design instruction should take place in authentic settings. Such an approach means that novice designers are ‘steeped in the messiness of real-world problems that they must muck through and negotiate with fellow designers’ (Brill, 2016 , p. 683).…”

Section: Reviewing the Current State Of Learning Design Instructionmentioning

confidence: 98%

“…This can be done by: Modifying the design process in the lesson to make it more authentic, such that students would receive additional feedback at earlier stages, which is reflective of what they would receive in the real-world The inclusion of a client as a role-player; and Increasing student support through scaffolding their design and learning process during a real-life project. (Lowell &Moore, 2020 ), p. 588) …”

Section: Reviewing the Current State Of Learning Design Instructionmentioning

confidence: 99%

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What should learning designers learn?

Heggart

Dickson-Deane

2021

J Comput High Educ

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There is widespread interest in employing designers who focus on learning, performance and education technology in many industries at a global level. In Australia, learning designers are in demand in Education, Corporate Training, Finance, Charity, Non-Government Sectors, and also in Start-Ups and Entrepreneurial arenas. This demand is despite the fact that the role of the Learning Designer is incredibly varied, contextually-based, and also unclear to many employers – and students! This suggests that there is currently an opportunity for learning designers and academics who deliver learning design content to define what it means to be a learning designer. This paper presents an Australian case study which uses design-based research methods in a pre-production mode to identify the key principles that informed the development of a course of study (what others may refer to as a program). How those principles were operationalised within the course design and more are discussed in an effort to reposition understandings of knowledge, skills and abilities for this field.

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“…Dennis et al (2013) also draw attention to the role and potential benefits of authentic assessment in the classroom compared to traditional assessment methods. Relevant literature includes the following: authentic learning experiences; the formation of professional identities in teachers' professional lives (Haston & Russell, 2012); perceptions of self-efficacy (Dewer & Clement, 2016); knowledge and skills related to course design (Lowell & Moore, 2020); cognitive and metacognitive skills (Mohammedi, 2017); achievement, attitude and individual learning skills (Hursen, 2016); literacy skills (Önger & Çetin, 2018); motivational beliefs for technology integration; self-efficacy perceptions and intrinsic goal orientation (Banas & York, 2014a;Banas & York, 2014b;Banas, 2014); and self-confidence and abilities (Russell-Bowie, 2012).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of authentic performance tasks: The case of a special education course

Uluçınar

Di̇nç

2021

JPR

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Designed as participatory action research, this study aims to develop authentic tasks as assessment and evaluation activities in an undergraduate special education course, and to examine the impact of these tasks on students" experiences, viewpoints and feelings during the implementation processes. The study group was comprised of 205 student teachers collaboratively working in groups. The participants prepared forty separate mini research projects in relation to special education and students with special needs. Research data was collected through collective research diaries, in which the participants reflected their experiences, thoughts and feelings in relation to the performance tasks they took part in. A qualitative content analysis was carried out to examine the available data, which was accompanied by constant comparative analysis procedures to ensure the reliability of the analysis processes. The research findings show that authentic performance tasks improve student teachers' professional development, help them to enhance their repertoire on research, methodology and science process skills, and develop their skills of self-confidence, self-efficacy, communication, interaction and the use of technology. The results indicate that the performance tasks are fun, innovative, motivating and educative for the participants. Therefore, they have living experiences contributing to them from various aspects.

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Developing Practical Knowledge and Skills of Online Instructional Design Students through Authentic Learning and Real-World Activities

Cited by 27 publications

References 28 publications

How Instructional Design Is Operationalized in Various Industries for job-Seeking Learning Designers: Engaging the Talent Development Capability Model

How Instructional Design Is Operationalized in Various Industries for job-Seeking Learning Designers: Engaging the Talent Development Capability Model

What should learning designers learn?

Effectiveness of authentic performance tasks: The case of a special education course

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