Graduate Students’ Perceptions and Expectations of Instructional Design and Technology

Smith, Kennon M.; Hessing, Jason; Bichelmeyer, Barbara A.

doi:10.1007/s11528-006-0017-1

Cited by 3 publications

(1 citation statement)

References 12 publications

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“…New models in instructional design emerged in the early 21 st century however most all still consist of the basic principles first formulated as the ADDIE model. Smith, Hessing, and Bichelmeyer (2004) presented evidence that the ADDIE general concept seems to have been embraced by educators and instructional designers as the foundational model for most all instructional development. Soto (2013) quantified previous evidence in a recent study involving instructional developers.…”

Section: Early 21 St Centurymentioning

confidence: 99%

Emergent Pathways for the Future of Instructional Design

Roubides

2016

International Journal of Online Pedagogy and Course Design

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This monogram aims at providing an overview of the entire field of instructional design, starting with a brief historical account of the field but focusing on current and promising trends for the future of instructional design based on advances in instructional technology and human-computer interaction capabilities. The discussion encompasses several parallel trending areas, such as adaptive learning, digital storytelling, gamification, simulation technologies, augmented reality, cybernetics, the xAPI standard, mobile and ubiquitous learning, as well as implications of these trends for the field from both the theoretical and practical point of view. Even though this discussion is by no means an exhaustive account of these trends, it is the aim of this monogram to provide a centralized literature review of multiple paths currently being carved in the field and a glimpse to a multiplicity of potential futures for all those involved in designing and delivering learning or effecting human behavior and performance change.

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Section: Early 21 St Centurymentioning

confidence: 99%

Emergent Pathways for the Future of Instructional Design

Roubides

2016

International Journal of Online Pedagogy and Course Design

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The role of graduate programs in fostering IDT identities: reflections on an emerging profession

Wilson

Ozyer

2019

J Comput High Educ

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The Civic-Minded Instructional Designers (CMID) framework: Educating instructional designers with community-based service-learning approaches

Yusop

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This paper reviews and critiques current approaches to educating instructional designers in higher-education institutions from a civic-minded professionalism perspective. It argues that current approaches are career-centric and technically oriented. The literature review synthesizes the concept of civic professionalism and discusses its application in Instructional Design and Technology (IDT). The paper proposes a conceptual framework that highlights the roles and qualities of civic-minded instructional designers and offers recommendations for instilling a civic dimension into IDT curricula.

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Graduate Students’ Perceptions and Expectations of Instructional Design and Technology

Cited by 3 publications

References 12 publications

Emergent Pathways for the Future of Instructional Design

Emergent Pathways for the Future of Instructional Design

The role of graduate programs in fostering IDT identities: reflections on an emerging profession

The Civic-Minded Instructional Designers (CMID) framework: Educating instructional designers with community-based service-learning approaches

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