Volume 6, Issue 1, 2017




Table of Contents

Click on title to view article .pdf



   Don Robison, Editor

A Word... 

    Willi Savenye, Editor Emeritus


Accessibility and Instructional Technology: Reframing the Discussion.

   Lloyd P. Rieber and Michele D. Estes



Abstract:   Contemporary interpretations of accessibility in education today are largely technology-centered, such as designing and developing alternative representations of text, images, video, and audio resources for people with physical disabilities. However, this interpretation fails to capture the broad value and role of accessibility in its application to design methodologies. When considered across the disciplines of special education, disability studies, and instructional technology, accessibility is a paradigm within which to consider all design activities. Four levels of accessibility are identified along with associated barriers particular to each: social, physical, intellectual, and motivational. This article also reviews the history of design theories of accessibility in education, such as Universal Design for Learning (UDL) and traces its origin to the universal design movement in architecture.  Assumptions about what constitutes a disability are also discussed and questioned. Links and commonalities between UDL and instructional design are reviewed suggesting that bridging these design fields using accessibility as an organizing framework offers ways to improve design for all people in society.


Keywords:   accessibility, Universal Design for Learning, instructional design


Stakeholder-driven Learning Analysis: A Case Study

   Ingrid Guerra‐López and Alisa Hutchinson



Abstract:  Instructional analysis is intended to generate meaningful data that fuels design decisions. An important consideration is the transfer context, where learners will perform the skills gained through instruction. This context is often implicit in on-the-job training but many educational programs that build workplace skills are far removed it and may miss crucial design insights. This case study describes an analysis for the design of a graduate degree program using a stakeholder-driven approach rooted in the transfer context to ensure relevancy of the design. It also describes innovative approaches to integration of data from disparate sources and scenario-based recommendations.


Keywords: instructional analysis, instructional design, needs assessment, stakeholder involvement, transfer context,

higher education, curriculum design


Achievement Goal Structure and Type of Assistance Sought in an Undergraduate Classroom.

   Joan Giblin and Jill E. Stefaniak



Abstract:   In the face of adversity, learners seek help when confronted with a gap in knowledge. Unsurprisingly, past research focused on the personal costs, burdens, and risks of asking for help.  Researchers now identify adaptive help-seeking as a beneficial strategy for learning. This study explored whether instructors could successfully integrate mastery or performance achievement goal structures into undergraduate course assignments. The implications for integrating help seeking strategies in an online learning environment are discussed.


Keywords:   help-seeking, goal structure, online learning


Instructor Perceptions in the Assessment of Student Digital Voice Reflections

   Dana A. Tindall and Kay K. Seo


Abstract: The ubiquitous presence of technology with multimedia capabilities provides ample opportunity for innovative pedagogical strategies. Digital voice reflection is born out of a need for expediency, convenience, and multimodal forms of learning. It allows students to quickly capture reflective thought through the naturalness and primacy of the spoken word. It also allows an instructor to more easily examine the reflective thought process presented through voice inflection, manner of speaking, and relative conciseness of thought. To explore what elements or factors unique to vocally expressed and recorded reflection instructors notice and consider important for assessment, this study surveyed 60 instructors from 14 Midwestern universities and colleges of nursing and identified 15 unique factors falling within four broader categories to be used for assessment of voice reflections.


Keywords:   reflection, voice reflection, assessment


Advancing Virtual Patient Simulations and Experiential Learning with InterPLAY: Examining How Theory Informs Design and Design Informs Theory.

   Atsusi Hirumi, Kyle Johnsen, Andrea Kleinsmith, Ramsamooj Javier Reyes, Diego J. Rivera-Gutierrez, Stacey Kubovec, Kenneth Bogert, Benjamin Lok, Juan Cendan


Abstract:   Design-based research examines the role of theory in informing design, and the role of design in advancing theory. During the last year of a five-year NIH grant, a team of physicians, software engineers, and instructional designers at three public universities completed a series of iterative design studies to produce the first public release of NERVE—A virtual patient (VP) simulation created to give medical students standardized experiences in interviewing, examining, and diagnosing patients with cranial nerve disorders. The last year of the project, including the results of two cycles of expert reviews, one-to-one and small group evaluations, and a field test with 119 second-year medical students are reported by Hirumi et al. (2016a, 2016b).   This article augments the previous papers by examining the pedagogical foundations of NERVE in greater depth. Specifically, we detail how the InterPLAY instructional theory was applied to design NERVE, and how the development and testing of NERVE lead to advancements in InterPLAY during the last year of research and development.


Keywords: virtual patient simulations, medical simulations, design research, instructional theory, experiential learning, instructional design.

Publish!  Categories of Articles for the Journal of Applied Instructional Design.

   Don Robison, Editor


Abstract:   This brief article defines the categories of articles in the Journal of Applied Instructional Design call for submissions. All practitioners in the field are called on the participate in the discussions and exploration. 

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2021 (Volume 10)

2020 (Volume 9)

2019 (Volume 8)

2018 (Volume 7)

2017 (Volume 6)

2015 (Volume 5)

2014 (Volume 4)

2013 (Volume 3)

2012 (Volume 2)

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