Instructional Design and Current Uses: A Tiny and Selective Lit Review

A recent assignment for a course in the MS in Online Teaching and Instructional Design program I’m enrolled in directed students to collaborate on a Google doc to generate a list and a summary of current research articles to examine the implementations of instructional design (ID) models and the implications for online teaching and ID. From this collaborative literature review each learner created an individual blog post to examine trends, implications, and recommendations for instructional design by synthesizing the collection of articles. Because each student only chose 5 current articles on a topic of their interest, we cannot say with any assurance that the trends we see are representative of the body of current ID literature. Instead the trends are reflective of the 31 unique articles selected for this assignment.

Trends

From this review of the literature, the following trends are clear: 1) creativity is being explicitly addressed when it comes to ID and 2) Universal Design for Learning (UDL) principles are being used to create and deliver content in the Web 2.0 world, particularly for mobile devices.

1)      Creativity in Instructional Design

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Clinton and Hokanson (2012) maintain that unlike other design disciplines, such as fashion and art, the field of ID has yet to formally and intentionally recognize the importance of creativity in ID. Of course, even systems models of ID that are prescriptive such as ADDIE, have opportunities for designers to be creative. However, by being deliberate with discussions about creativity and engaging designers in conversations about it, authors such as Clinton and Hokanson (2012) maintain that there are increased chances that creative ideas will flow into the design process. 

With this in mind, instructional designers might do well to emphasize creativity in their own work by incorporating higher-order thinking skills into their designing. Divergent thinking, insightful problem identification, and evaluative thinking (Clinton & Hokanson, 2012) can advance systematic models such as ADDIE paving a natural way for creativity. Hokanson, Miller, and Hooper (2008) suggest doing just this in an article about evolving ADDIE to inspire innovation by remembering to be student-centered and to use appropriate technology when designing experiences and not get into a rut by following a process.

Other authors address creativity in conjunction with gaming and gamification. It is clear that gaming, gamification, and instructional video are being used to engage students and to deliver and create content (Ibrahim, Callaway, & Bell, 2015; Copp et al., 2014; Frossard, Barajas, & Trifonova, 2012).

Researchers Copp, Fischer, Luo, Moore, and Dikkers (2014) believe that gaming and instructional design go hand in hand. Hokanson, Miller, and Hooper (2008) write about modifying the ADDIE ID model to allow for more innovation or integration. In others words they are suggesting that by incorporating additional designer roles into the ADDIE process, creativity will result.

2)      UDL

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Universal Design for Learning (UDL) is a framework that seeks to encourage ID to include multiple means of engagement, representation, and action & expression in the development of teaching and learning experiences. The class review of the literature indicates that UDL is currently being used in the design of content and experiences for online, mobile, and Web 2.0 learners (Tobin, 2014; Elias, 2011; Rao, Edelen-Smith, & Wailehua, 2015). Tobin (2014) and Elias (2011) commented on the accessibility of course content whether on personal computers or mobile devices and how UDL techniques helped to ensure this access. When developing this content for courses Rao, Edelen-Smith, and Wailehua (2015) found that students prefer short weekly assignments rather than fewer larger assignments, depth in instructor feedback, and synchronous class sessions.

Implications and Recommendations for Instructional Designers

Intentionality regarding creativity and instructional design can be beneficial to both designers/instructors and learners. Designers/instructors can benefit from thinking purposefully about the role of creativity in their work. Any level of creativity can infuse energy and passion into a process that can easily become formulaic and automatic. While some may argue that creativity is inherent in ID, studies show that there are varying degrees of its use.

Gaming and gamification of courses or course content seems to be gaining ground as a legitimate ID method. Introducing elements of game-play into the classroom can motivate learners to perform to the best of their abilities by introducing competition, either between classmates or with one's self. Creative ID can build lessons or courses using gaming elements and inspire learners to continue to achieve.

Using the UDL framework in the design of online courses and mobile content, can only be beneficial. By presenting information in different ways that are appealing to the preferred (or perceived) learning styles of students, designers are allowing students to take responsibility for their own learning. Regardless of the medium, creating content and experiences that are accessible to the most number of people is a win-win situation.

References

Clinton, G. & Hokanson, B. (2012). Creativity in the training and practice of instructional designers: the Design/Creativity Loops model. Education Technology Research Development, 60, 111-130.

Copp, S., Fischer, R., Luo, T., Moore, D. & Dikkers, S. (2014). Analyzing commercial video game instructions through the lens of instructional design. The Journal of Applied Instructional Design, 4(1), 79-90.

Elias, T. (2011). Universal instructional design principles for mobile learning. International Review of Research in Open and Distance Learning, 12(2), 144-156.

Frossard, F., Barajas, M., & Trifonova, A. (2012). A learner-centered game-design approach: Impacts on teachers' creativity. Digital Education Review, 21, 13-22.

Hokanson, B., Miller, C., & Hooper, S. (2008). Role-based design: A contemporary perspective for innovations in instructional design. TechTrends, 52(6), 36-43.

Ibrahim, M., Callaway, R., & Bell, D. (2014). Optimizing instructional video for preservice teachers in an online technology integration course. American Journal of Distance Education, 28, 60-69.

Rao, K., Edelen-Smith, P., & Wailehua, C. (2015). Universal design for online courses: Applying principles to pedagogy. Open Learning, 30(1), 35-52.

Tobin, T. J. (2014). Increase online student retention with Universal Design for Learning. The Quarterly Review of Distance Education, 15(3), 13-24.