Call for Submissions

The Journal of Applied Instructional Design

Call for Submissions

JAID is for reflective scholar-practitioners, who through documentation of their practice in ID, make significant contributions to the knowledge of our field. Authors are invited to submit articles documenting new or revised approaches to ID; the processes of ID including in-depth documentation of analysis, design and development, implementation and evaluation; design-based research; as well as applied research. Articles must be based on instructional design projects, and focus on documented processes, lessons learned, and how to improve the overall process of ID. Articles must be grounded in research and theory connecting the intellectual foundations of the ID field and how these foundations shape its practice.

Submission Guidelines

The journal will focus on in-depth applications of the ID process and publish a variety of articles including case studies of the ID process; application articles that go beyond a mere how-to approach that provide implementation insights, guidance and evaluation of a process; evaluation articles that focus on the viability of a product or process; applied research resulting from evaluation of materials, studies of project implementation, articles on ways to improve the ID process from the perspective of the practitioner, and short essays that provide a scholarly debate of relevant issues related to the application of ID and relevant book reviews. When applicable, and with permission, articles should include supplementary materials including examples of ID products, evaluation instruments, media files and design artifacts.

Articles, including tables or figures, must follow APA 6th edition formatting and be submitted in a word or doc format using at least 12 point New Times Roman font.  Each article must have an abstract (75-100 words) and a list of key words. While there is some flexibility in the length of an article, 4,000 to 5,000 words excluding references.  If in doubt, contact the editor prior to submitting the article.  Identifying information must only be located on the title page including contact information for the corresponding author.

You may contact the editors, via email, if you have further questionsjill.stefaniak@uga.edu, please use JAID – Question in subject line.

 


 

Journal of Applied Instructional Design
Special Issue 2020 - Call for Proposals
Attending to Issues of Social Justice
through Learning Design

Special Issue Editors
Dr. Theodore J. (TJ) Kopcha, Associate Professor of Learning, Design, and Technology,
Dept. of Career and Information Studies, University of Georgia. tjkopcha@uga.edu
Dr. Tutaleni I. Asino, Associate Professor of Educational Technology and Director, Emerging
Technologies and Creativity Research Lab, Oklahoma State University.
tutaleni.asino@okstate.edu
Dr. Lisa A. Giacumo, Assistant Professor of Organizational Performance and Workplace
Learning, Director, Marginalized and Cross-Cultural Research & Design (MarCC R&D)
Learning Tech Group Lab, College of Engineering, Boise State University.
lisagiacumo@boisestate.edu
Ms. Katherine Walters, Doctoral Student of Learning, Design, and Technology, Dept. of
Career and Information Studies, University of Georgia. katherine.walters26@uga.edu


Introduction


Across the globe, recent events have brought the reality and consequence of inequality and
oppression to the forefront of our awareness. Economic and racial disparities in healthcare
exposed by COVID-19 intersect with outrage over a neglect for basic human rights, creating
an urgent and pressing need to address the systemic nature of such issues. As the
educational community moves into conversation and action around these systemic
inequalities, many are asking, “What can I do?”


At first glance, the field of learning, design, and technology seems an unlikely context for
taking up such issues. Scholars in our field have a rich history of studying the ways that
technology improves learning and performance in various educational contexts. While this
perspective is an undeniable part of our field’s identity, it is also arguably a narrow one. It
ignores a growing interest and focus on learning design and the role that technology can
play in addressing ongoing and longstanding issues of systemic injustice and oppression.
The reality is that our field is not merely a collection of tech-savvy scholars. We are a
diverse, interdisciplinary group of educators who engage in learning design in very complex
and creative ways. Broadly speaking, our work explores how the purposeful analysis and
design of learning environments can address persistent problems in a variety of educational
and organizational settings (e.g., McKenney & Reeves, 2017). We care deeply about the
learner and the learner’s experience, and how to support that experience best in a given
context. To achieve this goal, we blend theory and technology in new and novel ways to
develop, implement, and evaluate the efficacy of both instructional and non-instructional
interventions. For many of us, this entails working in and pushing back against systems that
promote or perpetuate injustice and inequality.


Whether we have consistently engaged in this work, or are brand new to these
considerations, now is an opportune time to reflect on the role of our field in enacting social
change.

 

In this special issue, we therefore explore the following questions:
How can learning design be applied and leveraged to promote social, political,
and economic change? And what role can we, as designers, play in that work?

ISSUES

 

2020 (Volume 9)

2019 (Volume 8)

2018 (Volume 7)

2017 (Volume 6)

2015 (Volume 5)

2014 (Volume 4)

2013 (Volume 3)

2012 (Volume 2)

2011 (Volume 1)

© 2016 by AECT