Various theories and models discuss how instructional designers can develop systems that allow learners to engage in problem-solving. To date, many of these theories and models that guide design often describe how learners engage in meaning-making within a situated context; however, they do not address strategies instructional designers can use to…

This article focuses on the practical implementation of Universal Design for Learning (UDL) in an online computer science course, articulating the collaborative efforts between the instructional designer (the first author) and the faculty member to redesign the course using UDL principles. Specific instances of redesigned learning modules and…

For years, researchers and practitioners alike have searched for meaningful ways to describe or evaluate how technology was being integrated into teaching or to what level. This article will briefly summarize some of the predominant lenses through which to view technology integration and propose a new model for designing meaningfully…

The history of the learning design and technology field for the length of the twentieth century is well documented, however, events after the year 2000, even our lived histories, are missing from important timelines and discussions. This article is an attempt to describe the history of events in the educational technology and research field from…

One hundred years ago, Paul Weiss and Ludwig von Bertalanffy independently proposed that living organisms interact with their environment through systems. In the century that has followed, systems thinking and modeling have grown in tandem with discovery of the vast complexity of the universe at microscopic through astronomic levels. As our…

Increasing interest in user experience design (UXD) in the field of learning design and technology (LDT) signals a growing recognition of the importance of the individual experience of using learning technologies to learning--the learner experience (LX). However, a need exists to better define and conceptualize the phenomenon of learning…

Studies of instructional design (ID) practices do not always highlight the inner workings of the research method and can leave readers without a clear understanding of how the study was actually carried out, particularly if it encompassed some complexity in process. As a team of researchers with different levels of scholarly expertise and…

This article outlines the redesign of an undergraduate digital learning theories course, integrating scenario-based learning (SBL) and Universal Design for Learning (UDL) principles. The article incorporates scenario-based instruction using Articulate Rise 360, focusing on real-world challenges to enhance learner engagement and applicability. This…

During young adolescence, many youth develop strong identities in relation to science, technology, engineering and mathematics with computing (STEM + C). One way to design for student engagement in STEM + C is to create project-based units that leverage students' interests. We created one such unit, called the "smart greenhouse project".…

The Professors of Instructional Design and Technology (PIDT) recently celebrated its 35th year. The meeting of this organization, typically referred to as an "unconference," offers intimate and informal conversations among faculty on matters that are impacting the field of instructional design and technology. This article discusses the…

Designing within a system is ubiquitous to instructional design. In order to understand the systemic impact of design decisions within an organization, one must understand the interrelatedness of the objects within the system. Developing an understanding of context as it relates to the utility of instructional design solutions will position…

Although teaching and learning centers (TLCs) and instructional design departments are still considered separate entities at many universities, there are indicators that more collaboration is occurring between these two departments. This article offers a personal narrative and an exploration of current trends and research to suggest that TLCs are…

Over the past decade, geospatial technologies have emerged as a tool for developing spatial reasoning and cognitive processes. While the foundational Learning to Think Spatially report from the National Research Center (2006) launched research into the use of geospatial technologies in isolation, more recently, cloud-based simulation software have…

The impact of the COVID-19 global pandemic on schools was massive and unprecedented. Many schools were forced to close, and teachers were forced to deliver their instruction online with a very short notice. To assist K-12 teachers to teach remotely, a simple instructional design model, CAFE (Content, Activities, Facilitation, & Evaluation),…

Underutilized in higher education, soft systems thinking can mitigate common challenges in implementing instructional design and technology initiatives. A valuable approach is soft systems methodology (SSM), which captures multiple stakeholder perspectives in rich pictures and activity models to support structured conversations about how to…