Considerations for human–computer interaction: user interface design variables and visual learning in IDT

Philosophical stances and design frameworks, such as value‐sensitive design, manifest in design praxis through enacting specific design approaches and employing a variety of methods by the designers. Although it could overlap with other frameworks and approaches in the Instructional Design and Technology (IDT) field, value‐sensitive design remains a largely unexplored topic in the praxis of instructional design for several reasons. As it focuses on different stakeholders and their values, and by recognizing the contested issue of universal values, we report in this paper on our empirical work that sought to describe the values that instructional designers hold/express in relation to their instructional design work for online courses. In this study, instructional designers communicated their values while discussing their design philosophies and how they manifested in designing human‐computer interactions to promote online authentic learning. Through the theoretical lens of value‐sensitive design, we provide a detailed account of instructional designers' values as well as describe and showcase how their values manifested in specific design artefacts. Through this investigation of instructional designers' values, we contribute to the ongoing discussion on value‐sensitive design and generate implications for instructional design research and education. These implications contribute to the evolution of the instructional design field. Practitioner notesWhat is already known about this topic Philosophical stances and design frameworks, such as value‐sensitive design (VSD), manifest in design praxis through designers enacting specific design approaches and employing a variety of methods. VSD overlaps with other frameworks and approaches in the Instructional Design and Technology (IDT) field and manifests through different terms/frameworks. VSD is a largely unexplored topic in the praxis of instructional design. Designers' philosophies, values and design judgements play a significant role in design practice, and they are the driving force behind the enactment of frameworks and philosophical stances such as VSD. The IDT field has not sufficiently addressed the role of the designer in carrying out design work. What this paper adds Detailed accounts of instructional designers' values of care toward learners while designing human‐computer interactions to support authentic learning in online learning environments. Specific showcase of examples of how instructional designers' values manifest in their specific designed artefacts that qualify to be value‐sensitive designs. A contribution to the ongoing discussion on VSD in relation to designers' level of design expertise and their overall capacity to evoke strong design judgements. A contribution to the evolution of IDT by focusing on instructional designers themselves. Implications for practice and/or policy IDT scholars need to focus more on designers' professional characters and ethical orientations—as the true guarantors of design—and less on prescriptive design models. Design educators need to focus their design curricula on developing designers' professional characters so that designers can be aware of their values, examine them, cultivate more values and, most importantly, develop the capacity to evoke strong and successful design judgements. To be able to subscribe, enact and even criticize and expand designerly frameworks such as VSD, instructional design students need to develop a design mindset early in their professional journey. Designers need to have the capacity to examine their own values, nurture them and, most importantly, cultivate new values to help them become the true guarantors of design.

In this paper we explore the academic productivity of universities in the field of Instructional Design and Technology according to three types of publically available data: (1) publication in 20 leading journals, (2) representation in the Handbook of Educational Communications Technology, and (3) reception of professional organization awards. We then identified five of these programs and analyzed the attributes of these departments to better understand the trends in how they are preparing the instructional technologists of tomorrow. While previous studies have compared leading instructional design and technology (IDT) programs by looking at publication in a single journal, we believe our approach provides a well-rounded perspective. In addition, we hope this study helps IDT departments learn from each other by discussing trends in department curricula.

In a business environment of continuous change and in light of a defined need to fast track skills improvement and development in South Africa and Africa, training strategies and practices are under increasing pressure to develop a more productive and skilled workforce. Demands on training and the practices it employs increasingly focus on the alignment with strategic imperatives of organisations and the country.This research presented an instructional design (ID) model positioned in intersection between the positioning-based and resource-based theories and used a multi-disciplinary approach to extend the literature on ID models with the aim to offer measurable improvements in job-specific knowledge and productive behaviour as proxies for sustainable competitive advantage. The research confirmed the contribution of the ID model in this regard and described and substantiated the pivotal link between training and ID models and the application thereof in practice to aid organisations and, by extension, countries, in the achievement and sustainability of competitive advantage. This, the first of two articles, presents not only the theoretical and practical context of the research, but also the development of a revised and advanced ID model. In the second article the ID model will be subjected to empirical investigation and evaluated through the application thereof in a case organisation and a grounded conclusion provided.This is the first in a series of two articles.

Instructional design (ID) models have been developed to promote understandings of ID reality and guide ID performance. As the number and diversity of ID practices grows, implicit doubts regarding the reliability, validity, and usefulness of ID models suggest the need for methodological guidance that would help to generate ID models that are relevant and appropriate to the ever-changing design challenges in our world. Because the construction of an ID model involves an intricate externalization of unique sets of design experiences as well as a logical synthesis of relevant research, the purpose of this study was to formulate a methodological framework for ID model development. Through the analysis of 20 selected studies, four critical dimensions and ten synthesized procedures for constructing ID models were formulated. The resulting framework is intended to provide a useful theoretical and practical contribution to the field of ID.

Instructional design and technology (IDT) professionals participate in communities of practice (CoPs) on Facebook to seek pedagogical and educational technology advice for solving instructional design (ID) problems. Much of the IDT literature has focused on formal educational environments and not on nonformal settings outside the classroom and beyond formal education. Further analysis of tacit or practical knowledge exchanged among community members is required to understand the purpose, functions, and organizational knowledge capital in online CoPs. To fill this gap, this study uses natural language processing (NLP) to analyze the practical knowledge of 6,066 anonymized users’ posts from four large public IDT CoPs on Facebook from September 2017 to September 2020 after cleaning the dataset. User posts were publicly available and required no password authentication for access, including Instructional Designer (4,717), Designers for Learning (228), Adobe Captivate Users (599), and Articulate Storyline (522). The proposed methodology aims to extract practical knowledge of individual online CoPs in three parts. First, the characteristics of written communication among members are extracted by calculating word and sentence lengths, word frequencies, and contiguous words. Second, the characteristics of members’ exchange of practical knowledge are obtained through sentiment identification, entity recognition, and relationships between pedagogical and educational technology entities. Third, the functions of individual online CoPs are developed through topic modeling with latent Dirichlet allocation (LDA) and BERTopic. The findings suggest similarities and differences among IDT CoPs, different resource distribution conventions, and members exchanging pedagogical and educational technology advice. The study highlights the need for pedagogical foundations to support instructional and technical decisions, mechanisms for self-assessment of practical knowledge concerning IDT competencies, community protocols for addressing misconceptions about learning, onboarding materials for new members, and new topic structures to classify practical knowledge. NLP tasks are implemented using Python libraries to support the future development of awareness tools.

Background: As professionals, family physicians are obliged to remain current on advances and trends in medicine and health care delivery. This is usually achieved through engagement in continuing professional development. Instructional design is a systematic method of development of education and training programs for improved learner performance. ADDIE is an instructional systems design model for building effective education and training in five phases: analysis, design, development, implementation and evaluation. Purpose: The purpose of this study was to introduce a professional development program for primary care physicians using the ADDIE instructional design model. Methods: Program requirements were defined using a needs assessment questionnaire and consultation observations. Interactive sessions were designed and developed based on the analysis results. The sessions were evaluated with interim and final feedback forms, a final problem-based questionnaire, a self-assessment questionnaire, and focus groups. Results: Scores on the final knowledge assessment were lower than expected. However, at least 50% of participants self-reported their learning improvement as “great” for 16 out of 23 topics. Focus group feedback was generally positive but also identified areas for improvement. Conclusion: Applying a structured instructional design model for creating professional development program for physicians is a fruitful, relevant experience in primary healthcare. 1) Continuing professional development (CPD) is an essential method to help physicians maintain and further develop knowledge and expertise; 2) The ADDIE (analysis, design, development, implementation, evaluation) model provides an established and useful structure for creating effective CPD programs; 3) The ADDIE process ensures that physicians’ appropriate learning needs are met effectively; 4) The evaluation phase of the ADDIE process provides feedback that can lead to improvement in the CPD program’s future iterations.

An alternative solution for Indosport, considering the increasingly advanced smartphone development and also followed by the rapid growth of its users in Indonesia. The purpose of this study project is to produce a product in the form of a user interface (UI) and user experience (UX) design in helping to realize targeted mobile applications and not forgetting to apply the principles of visual communication design namely unity and variety, hierarchy, contrast, proportion and balance. The UI and UX design methods go through several stages of work in sequence: pre-production process, production process, and post-production. This design results in UI and UX designs that are equipped with user flow, interface designs, illustrations and prototypes. The main page of the Indosport mobile application is News, Activity, Calendar, and Profile which later on these pages there are several features that are different from the previous page. The making of this UI uses several visual languages such as medium close up, full shot, long shot, close up and medium long shot in the image section contained in the article as well as the depiction of field styles used to almost all visual UI elements. Using several principles in design, namely time to learn, speed of performance, rate of errors by users, retention over time, and subjective satisfaction. The resulting design forms will be distributed directly to the Research and Development division and the IT division from Indosport to be made a native.

PurposeThe purpose of this paper is to examine the perceived challenges of attempting to integrate topics related to social and cultural issues into the coursework in graduate programs in Instructional Design and Technology (IDT).Design/methodology/approachAn open‐ended online survey instrument was developed for this study for three reasons. First, the study aimed at investigating what is actually happening in IDT programs in terms of integration of social and cultural issues into coursework. Using an online questionnaire, data were collected from IDT instructors and instructional designers.FindingsFindings of the study indicated that while there is a general agreement and interest in infusing content that addresses socio‐cultural perspectives challenges into courses, the challenges include the existence of a common framework for defining and prioritizing socio‐cultural issues, and difficulties in identifying the most important issues to address, and appropriate instructional approaches to address sensitive topics.Research limitations/implicationsThere were some limitations to this study. First, the data were collected primarily through a survey instrument as indicated above. Nonetheless, the qualitative data collected were rich and informative. Second, as noted earlier, a majority of the participants indicated they are based in the USA. Thus, study findings may be more specific to IDT programs in this context. Third, participation in the study was voluntary, hence demographics were not controlled for. However, this opened up opportunities for attaining multiple perspectives from the participants.Practical implicationsA recommendation that this study brings out is that while it is impossible practically to address all potential topics, a starting point may be to identify and address the most pertinent topics, such as those which may cause misunderstanding or reinforce the wrong ideas.Social implicationsWhile instructional designers and instructors cannot be expected to be cultural experts in every single context or topic, there are certain content issues, such as authentic activities and design strategies that would warrant further attention. Of course this will vary by content and context and instructors and instructional designers should at least be prepared to recognize these unique issues.Originality/valueThe paper highlights some issues worth discussing: the complexity of directly incorporating socio‐cultural issues into IDT curricula; the broad elusive nature of the knowledge of socio‐cultural issues; and the difficulty in defining socio‐cultural content, including what to teach and how to teach it. These three issues address the role of coursework in professional preparation, and the structure of instructional design courses and curricula.

0 Eric Fox presents an interesting case for applying functional contextualism (FC) constructs and principles to learning and instruction. He draws on several well-debated issues related to the instructional design and technology (IDT) field's shifting philosophical-epistemological roots and pedagogical practices. His is not the first attempt to question the foundations of the field or propose pragmatic alternatives to reconciling constructivist-inspired practices with time-tested, traditional instructional design methods (see, for example, Lebow, 1993; Rieber, 1993); it will not be the last. However, Fox raises several issues that require clarification. This is perhaps the nature of straw-man arguments: To strengthen the face validity of a particular perspective, the legitimacy of competing perspectives must first be undermined. In this case, Fox provides a selective and somewhat limited analysis of constructivist-inspired approaches to bolster the case for and significance of FC advocacy. While I will not revisit the largely unproductive objectivist-constructivist debates of the past decade, I question several of Fox's assertions and argue that while FC has value for the IDT field, it is consistent with and an extension of objectivist-inspired instructional engineering rather than an alternative to constructivist-inspired approaches.

Effective instructional design is a major prerequisite for desired learning outcomes. Even though the field of instructional design (ID) is relatively young, its multidisciplinary and rapidly evolving nature requires meticulous work to implement the most current evidence-based heuristics in instructional settings. The sixth edition of Designing Effective Instruction by G. R. Morrison, S. M. Ross, H. K. Kalman, and J. E. Kemp (Wiley, 2010, 491 pages, ISBN 13: 978-0-470-522820) serves as an invaluable source, which provides instructional designers with the essential guidance to implement these evidence-based heuristics to a variety of instructional problems appropriately. The authors are recognized scholars who have authored numerous contributive studies on instructional design and technology. Morrison has been the senior author of the book since the third edition. In the sixth edition, Kalman has joined the team. The skeleton of the book evolves from Jerrold Kemp’s early textbooks. The model presented in the book considers ID a continuous cycle of nine elements, which are supported by ongoing processes related to planning, implementation and evaluation. An emphasis on designing in business settings is observed which can be distractive for some readers; however, the approach is applicable to professionals in other settings including higher education, p-12 classrooms, and military as well as medical settings. Numerous examples based on authors’ professional experiences are provided for different settings which supports the book’s focus on the application. Moreover, various pedagogical features were included to stimulate thinking towards the goal of using the ID model for the development of effective instruction. In this regard, an appropriate balance between theory and application is provided since complex issues are integrated into the text with an easyto-follow presentation. For example, at the start of each chapter is a real-world scenario which can be used to trigger classroom discussions. Provided questions guide the readers throughout the chapters. Experiences of leading practitioners and scholars familiarize readers with the real world projects in the “Expert Edge” sections of each chapter. ‘The ID Process’ pieces show the readers how the heuristics are actually put into practice. At the end of chapters, readers are further provided with exercises and realistic problems. Last but not the least, key issues and questions regarding quality management of the ID projects are included as a separate section in many chapters. Similar to the ID model provided in the book, the organization of the chapters is somewhat flexible. Almost every chapter looks like an independent reference source in its entirety. That is, a linear reading from cover to cover is not necessary for those who are familiar with the field. On the other hand, the source can be used as a textbook for an introductory course as transitions are very effective and interrelationships between the elements of the model are highlighted very often. The authors also provide readers with suggestions on how to use the book in both

Traditional screen-based interfaces are evolving into a new era due to rapid technological advancements and shifting user needs. At the core of this evolution lies Anderson's 1989 vision of computer technology becoming transparent and invisible to the user. Similarly, in the mid-1990s, Weiser laid the foundation for this transformation by arguing that the fundamentals of human-computer interaction should be reconsidered. He proposed that a “disappearing” or “invisible” form of computing offers a more natural and manageable mode of interaction between humans and machines. In the 2000s, Rosalind W. Picard contributed to this discourse by asserting that, if computers are to engage in natural interactions with humans, they must be equipped with the ability to recognize, understand, and even express emotions. She advocated for computers that not only respond to user commands but also proactively act based on the user’s emotional and physiological states. These perspectives collectively form the foundation of the concept of Screenless Interfaces. With the proliferation of the Internet of Things (IoT) and the advancement of human-machine interaction, user experiences that do not require screens are gaining prominence. Screenless Interfaces engage users through alternative sensory inputs such as voice, touch, motion, and other perceptual modes. These interactions provide users with natural, responsive, and personalized experiences, opening new possibilities in the field of User Experience (UX) Design and fostering direct relationships between users and systems. The aim of this study is to define the concept of Screenless Interfaces, which has become increasingly integrated into contemporary life, and to examine their impact on User Experience Design. To this end, a literature review is conducted to analyze the recent history of Screenless Interfaces and to explore their relationship with UX. Additionally, through the analysis of films and television series, the study discusses the innovative contributions and potential interface designs that Screenless Interfaces may offer to future interaction products. By presenting its findings, the study seeks to shed light on the concept and future of Screenless Interfaces, and to articulate their connection with User Experience Design.

With most academic instructional design and technology (IDT) degree programs located within education units in higher education, teacher education is a focal point for research on the classroom teacher as instructional designer and implementer of technology in K-12. Further, teacher education serves as a locus for modelling and testing theory-based teaching practice arising from the discipline. This review examines the historical foundations and recent scholarship in teacher education from an instructional design and technology perspective in US and international contexts, providing a lens to the issues of theory versus practice and evolving research paradigms. Research areas reviewed include teacher thinking and planning, novice versus expert teacher differences, the use of systematic instructional design in classroom practices, and the teacher as designer of instructional materials. Changing research approaches and constructivist philosophies have widened the understanding of teacher instructional planning and action from earlier process–product causation to a more complex, situated view of practice. From an examination of the uneasy relationship between the two disciplines, prospects for future cooperation and research are explored in terms of theory building, impacts on training, debates on the nature of design practice, and potential for shaping educational reform efforts.

In this paper, a method-mix (cultural dimensions, intercultural variables, user interface characteristics and human computer interaction (HCI) dimensions) for intercultural user interface design (IUID) is presented. Based on a hybrid approach covering cultural contexts in human–computer interaction (HCI) design using a model of culturally influenced HCI, this IUID method-mix represents the main constituent of a reasonable toolbox for IUID. The IUID method-mix is exemplified by application examples to demonstrate and discuss its benefit and limitations. The examples elucidate why and how cultural aspects play a role in HCI design and usability/UX engineering. Cultural influence on HCI is described using cultural variables for user interface design. The IUID method-mix serves to inspire HCI engineers in the requirement analysis phase as well as HCI designers in the design phase. The readers are sensitized to the challenges of intercultural usability/UX engineering and intercultural HCI design and will be equipped with relevant methodological knowledge needed to actively derive design recommendations for user interface design for and in their desired cultural contexts. Practitioners can prognosticate the ensuing effort and the expenditure for considering cultural context in intercultural user interface design.

As we begin the new year, we take the opportunity to introduce two of our colleagues that serve on the ISPI Board of Directors. Dr. Stephanie Johnson serves as our Board Secretary and Marketing Committee Chair. Dr Marsha Parker also serves on the Marketing Committee and has taken the lead in facilitating the design and development of ISPI's new Marketing Plan.I was introduced to ISPI at Wayne State University (WSU) during a class with Dr. James Moseley. He encouraged me to join and brought me to my first ISPI Conference as part of the WSU professor/student cadre.I am very proud of the work I did to support my dissertation. Any time you can increase the efficacy of the military, while ensuring their safety, is important. I am also extremely proud of the work that I am currently doing, as we are directly affecting product quality and helping move goods and services across the planet.I want people to say that I was “one of the good guys.” We teach our children to “do the right thing every time, even when no one is looking.” I'd like to think that I have put my money where my mouth is.Stephanie Johnson, PhD is the Master Black Belt for four divisions at PACCAR, responsible for performance improvement at Quality, Purchasing, DAF Brasil, and ITD (information technology division). She is also responsible for oversight and management of the Six Sigma training program supporting all of PACCAR globally. Prior positions at PACCAR include Continuous Improvement Instructional Designer and National Dealer Training Manager at PACCAR Parts. Prior to her role at PACCAR, Stephanie spent time in positions at the State of Washington, SABIC Innovative Plastics, General Dynamics Land Systems, and O/E Learning. Stephanie has a bachelor's degree in education from Central Michigan University, a Master of Arts in Teaching from Saginaw Valley State University, and a PhD in Instructional Technology from Wayne State University. Stephanie also serves as Director for The International Society for Performance Improvement. She can be reached at Stephanie.johnson@paccar.com or srjohnson@ispi.org.I was attracted to the wealth of knowledge and accessibility to professionals in the field of performance improvement. I had the ability to grow my network, learn from others, present at ISPI conferences, and connect with others at chapter meetings.Transformation of Learning and Development at Ford Motor Company. We started on a journey to transform our instructional designers from order takers to performance consultants using the ISPI 10 standards.“Your limitation isn't what you don't have, it's what you don't use.” Author unknown.Dr. Parker is a learning and development strategist at Ford Motor Company and currently leads the transformation of learning technology platforms for the Global Talent organization. With over 10 years in the field of instructional design and analytics, she is an experienced performance strategist, instructional designer, data scientist, and leadership coach. Having received her PhD from Wayne State University (2014) in instructional technology and design, Dr. Parker is a recognized speaker in the field of digital learning, data and analytics, and learning strategy. Dr. Parker currently serves as an ISPI Board Member. She can be reached by email at mparke91@ford.com or by phone at 248-910-9938.

This conceptual research paper is written to discuss the implementation of the A.D.A.B model in technology -based and technical subjects such as Computer Science, Engineering, Technical and so on. The A.D.A.B model is a teaching design model introduced to be applied in teaching and learning at UiTM. It is a complement to the concept of Education 5.0@UiTM that has been used previously. This model is also adapted to the ODL4.0 action plan that has been introduced to implement teaching and learning during the COVID-19 pandemic. The objective of this study was to evaluate the factors influencing the implementation of the A.D.A.B model in technology-based and technical subjects. In addition, this study also aims to compare the A.D.A.B model with the existing instructional design model. The methodology that will be used is in the form of literature review and case study, especially on teaching design for technology and technical related subjects. The findings of this study found that the A.D.A.B model is better compared to other instructional design models especially in the teaching of technology -based and technical subjects. At the end of this study six factors influencing the implementation of the A.D.A.B model were highlighted. The six factors are the relationship between lecturers and students, student motivation, lecturer lesson planning, teaching methods, assessment methods and reflection. These six factors need to be taken into account in the implementation of this model in technology-based subjects.