Using critical incidents of instructional design and multimedia production activities to investigate instructional designers' current practices and roles

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• 作者：William A. Sugar ; Kenneth J. Luterbach
• 关键词：Best practices ; Instructional design ; Instructional design professionals ; Multimedia production
• 刊名：Educational Technology Research and Development
• 出版年：2016
• 出版时间：April 2016
• 年：2016
• 卷：64
• 期：2
• 页码：285-312
• 全文大小：677 KB
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• 作者单位：William A. Sugar (1)
  Kenneth J. Luterbach (2)
  
  1. Mathematics, Science and Instructional Technology Education, East Carolina University, 307 Flanagan MailStop 566, Greenville, NC, USA
  2. Mathematics, Science and Instructional Technology Education, East Carolina University, 369A Flanagan MailStop 566, Greenville, NC, USA
  
• 刊物主题：Educational Technology; Learning & Instruction;
• 出版者：Springer US
• ISSN：1556-6501

文摘

Through consideration of critical incidents, this study analyzed 106 effective, ineffective and extraordinary instructional design and multimedia production (MP) activities discussed by 36 instructional design professionals. This evaluation provided insights into these professionals’ best and not so best practices during the past 6 months. Prevalent themes emerged from the data analysis with regards to these activities. Six themes emerged from the effective incidents, namely: (a) creating instructional products, (b) providing examples, (c) differentiating instruction, (d) establishing social presence, (e) providing resources, and (f) collaborating with stakeholders. Four themes emerged from the extraordinary incidents, namely: (a) matching methods and media to content and learners, (b) providing organized content, (c) managing a complex instructional design (ID) project, and (d) using theory to inform practice. Six themes emerged from the ineffective incidents, namely: (a) not matching methods and media to content and learners, (b) not supporting student interaction (c) selecting inadequate instructional strategies, (d) not using ID processes, (e) not collaborating with stakeholders, and (f) coping with inadequate technical infrastructure. Results from this study offer an understanding of the interrelationship between instructional design and MP activities and positive (both effective and extraordinary) outcomes in instructional design activities. Existing instructional design success factors and best practices studies are compared to the results of this study. Future research directions may involve analyzing little known phenomena in instructional design-related activities and further explore negative or ineffective instructional design practices.