Volume 1, Issue 1, 2011
Welcome to the premiere issue of The Journal of Applied Instructional Design.
Table of Contents
View an Article (Click on Title)
Leslie Moller, Senior Editor
Andrew S. Gibbons
Abstract: If a designer has clearly in mind what is being designed it is more likely that an appropriate approach will be taken to designing and that the most appropriate conceptual building blocks will be incorporated into its architecture. This paper describes two alternative design contexts which each place within a unique perspective the nature of designing or the thing being designed. Each of the contexts comes from outside the field of instructional design but each is readily applicable to instructional design thinking. These two examples of design contexts are used to illustrate the concept of a design context with the aim of initiating discussion of this new concept within the instructional design community. Further consideration of this concept is sure to reveal additional design contexts capable of helping designers locate their designs within the larger design space thus defined.
Keywords: Instructional Design, Design, Context
Chung-Yuan Hsu and David Richard Moore
Abstract: For this research, we created an instance of the Goal-based Scenario (GBS) model called Statistics Specialist. The Statistics Specialist application was designed to attempt to implement the parameters and recommended attributes of a GBS. Formative research (Reigeluth, 1999) was employed to investigate the designed instance by using think aloud interview, debrief (semi-structured) interview, and a focus group interview. The result showed that a GBS might become a better instructional design model if improvements are made in these aspects: 1) provide worked examples, 2) employ small group work using open-ended questions, 3) provide detailed positive and negative feedback.
Douglas Tedford and MaryFriend Shepard
Abstract: Chambers’ participatory rural appraisal (PRA) methodology was used to analyze the Internet usage and engagement of 34 teachers in western Guatemala, employing culturally sensitive teacher interviews and local educators to interpret findings and propose solutions to its use. The PRA methodology empowers rural sectors of developing nations for community-driven development, incorporating research methods of their choosing for resolution of locally identified practical challenges. Manageable steps for implementing the PRA are described. The use of PRA for successful instructional design and implementation in developing nations was discussed as a means to affect positive social change.
Keywords: community-driven development, curricular design, design-based research, developing world, developing nations, distance education, Guatemala, indigenous, instructional design, online learning, participatory rural appraisal, PRA, rural, social capital, teacher education