Revising notes is important, but more research is needed to support this. In this study, we evaluated what learners refer to when revising their notes after class and the impact of visualizing other learners’ note-taking of the revision. The experiment results showed that the participants were revising their notes based on their memories of class and texts on the materials. Furthermore, the visualizations also supported note revision, and it was suggested that the visualizations of notes, important highlights, and unclear highlights each influenced different types of descriptions, such as symbols, highlights, elaboration and organization.

Educational technology continues to evolve alongside rapid technological advances, yet its definition remains complex. This paper aims to offer a comprehensive, contemporary definition that reflects current educational practices. Led by seven AECT members, the 2023 Definitions and Terminology Committee gathered qualitative data through a survey of 140 AECT members, analyzed using NVivo to identify key themes. The result is a clear, research-based definition intended to support educators, policymakers, and researchers in navigating the digital educational landscape. This proposed definition was formally approved by AECT’s board of directors in October 2023.

Novice instructional designers who come from a different disciplinary background often struggle with transitioning into the new role. This study investigates the transition of novice instructional designers as they develop their professional identities, with particular emphasis on the challenges faced and the strategies employed. Through qualitative analysis, four main themes emerged: on-the-job learning, communication barriers, misalignments between personal preferences and professional expectations, and the variability of practices across different professions. The findings offer valuable insights for new and prospective instructional designers, enabling them to align their expectations with industry realities. Additionally, the study presents implications for graduate programs, suggesting enhancements to better prepare students for the evolving job market in instructional design.

Abstract: Project management in IDPT relies heavily on interpersonal communication skills and theoretical knowledge of agile project management principles to meet shifting client needs and expectations. How can these skills and requisite knowledge be taught for effective and appropriate future use in any modality within a fully online doctoral course? Panel presenters share successful strategies used by leveraging personal networks to connect IDPT students and IDPT professionals for mentored project management experiences solving real-world client needs, producing beneficial deliverables for clients, and using a generalizable “paying it forward” approach embedded into a program course.

This paper introduces the STOP method, a replicable framework designed to guide educators in creating clear, precise prompts tailored to their needs. Artificial intelligence (AI) platforms are revolutionizing education by enhancing teaching methodologies, streamlining administrative tasks, and fostering deeper student engagement. These tools generate content with remarkable efficiency, freeing educators to focus on instruction and student support. However, maximizing AI’s potential requires understanding its capabilities and crafting effective prompts. Each element of the STOP method ensures that AI-generated outputs align with instructional goals and contextual demands. Through detailed explanations and practical examples, this paper demonstrates how educators can efficiently produce diverse resources, such as lesson plans, presentations, and assessments, using AI as a transformative tool in education.

GenAI is a disruptive technology that is transforming higher education (HE). There are concerns that GenAI can minimize equitable and accessible learning, besides bringing ethical issues about students’ privacy and bias. This conceptual paper proposes reflecting on Tronto’s ethics of care framework to guide IDers when working with GenAI. This paper presents two case examples generated from real practices conducted by two IDers to: 1) streamline the instructional design process, and 2) create course content. Educators and practitioners can benefit from this framework to design inclusive and accessible learning.

Abstract: This brief systematic mapping study examines existing research on designing STEM curricula through Design-Based Research (DBR) in formal and informal learning environments. Through analysis of peer-reviewed literature from major educational databases, we identified patterns in existing literature to highlight applications of DBR cycles in STEM curriculum development and common design principles and expose gaps in current literature. This mapping study gives researchers and practitioners an overview of DBR’s role in STEM curriculum design.

This session presents reflections on the systematic process by which an Augmented Reality-related technology application coined as the Augmented Reality Rain Gauge (ARRG) was designed. After the design stage, ARRG was tested and deployed to support a citizen science initiative involving drought monitoring outreaches across Oklahoma public libraries. The goal of this initiative is to create awareness about drought and its related environmental conditions to educate volunteers on STEM library programs.

This paper presents the application of instructional/learning design principles—drawn from authentic learning literature—to foster authentic learning experiences using Extended Reality (XR) technologies. We use the term Extended Reality (XR) as an umbrella concept that encompasses Virtual Reality (VR), Augmented Reality (AR), 360° Videos (360° Vs), and Virtual Production Videos (VPVs). Importantly, the paper addresses accessibility and dimensions of Diversity, Equity, and Inclusion (DEI) when using such advanced and immersive technologies to design inclusive, appealing, effective, and efficient learning experiences.

Instructional designer identity and instructional design (ID) team identity are malleable constructs. Thus, interactions between instructional designers within a design team and inherent immersive technology ID project challenges and successes play a crucial role in identity development. Individual and team identity development happens as individuals take on new roles, critically reflect on past experiences, and engage in open dialogue. The purpose of this post-design project autoethnographic study is to explore the identity development of three novices and one expert instructional designer as they collaborated on a real-world ID project involving immersive technology. A phenomenological lens will be used to focus on connections made between each team member’s lived experiences applying ID principles (i.e., successes, challenges, setbacks, roadblocks, etc.) and the development of individual and team identity. Connections between lived experience and identity development will then be used to explore the reciprocal nature of individual and team identity.