© 2016 by AECT

Submit Articles Here

In an effort to stimulate article submissions from our different instructional designer communities, we created four different types of articles: some are more accessible and some require more rigor.  We are trying to accomplish two things here:

1) get the conversation started (hence the more accessible article types--like "Innovation Reports" and "Letter to the Editor", and

2) increase the numbers of research report and in-depth articles.

 

By promoting different types of submissions, we hope we are encouraging both.

Article Types

Instructional Design Practice. This is an applied journal serving a practicing community. Our focus is on what practitioners are doing in authentic contexts and their observed results. These observed results may vary in quality and detail, but the more convincing (i.e., rigorous) the processes and outcome measures, the greater the likelihood the paper will be published in this journal. These articles cover topics of broad concern to instructional design practitioners. The articles should represent issues of practical importance to working de-signers.

(Sub-categories include: Analysis Processes, Design Methods, Instructional Strategies, Development Processes, Evaluation Methods, and Performance Technologies)

Instructional Design/Performance Design Innovation Report. An Innovation Report introduces a new, preliminary approach to a challenge facing the instructional design community. The goal of an Innovation Report is to highlight first steps toward a solution to a common challenge. The report may highlight an innovative pilot or early-stage initiative at a single institution or preliminary research that defines the challenge and/or lays the groundwork for larger-scale approaches to the stated problem. It must also provide enough information to allow the replication of the innovation or continuation of the research in other settings.


Reported innovations must be based in the context of a theoretical framework. Efficacy data is strongly preferred, but not always required, contingent upon the potential generalizability or value of the innovation.

Design Community Challenges.  Similar to the Design Practice and Challenges category, these articles focus on practice, but also the unique challenges of a specific instructional design community. These articles address challenges common to practitioners within a specific design community. Examples include an article that addresses common challenges to medical education instructional designers, or another might address common challenges related to user field performance in the EPSS development community.

Letters to the Editor.  Letters can be responses to articles in the journal, replies to other letters, or about issues of importance in instructional design. They may not be reports of research or programs, although these may be mentioned briefly if germane to the letters’ issues. They must not duplicate other material that has been published or submitted for publication. Letters will be published at the discretion of the editor and are subject to abridgement and editing for style and content.

Letters should be tightly focused and no longer than 400 words (including references). They have no tables or figures and no more than three authors. Submissions do not require an abstract. The cover letter that accompanies submissions must include the full citation of the article or letter being commented upon.

Authors whose published articles are the subject of a Letter to the Editor will be provided the opportunity to respond.

Student Voices.  We want to bring instructional design graduate students into the professional discourse in this journal for two reasons: first, we believe you bring fresh perspectives to our field and we want to hear them; and second, we hope to help create a habit of participating in the instructional design practice reporting, research, and theory conversations, and that this habit is best cultivated during your student years.

Student Voice articles will be accepted based on their quality, and should focus in one of the article categories described above. Our hope is that we will eventually be able to include one of these articles in each issue. 

ISSUES

 

2018 (Volume 7)

2017 (Volume 6)

2015 (Volume 5)

2014 (Volume 4)

2013 (Volume 3)

2012 (Volume 2)

2011 (Volume 1)