Instructional Design in Human Resource Development Academic Programs in the USA

The purpose of this chapter is to identify the current status of instructional design courses in human resource development (HRD) graduate programs. The authors examined the curricular content of HRD academic programs in the USA and suggested critical considerations to improve instructional design practices in higher education settings. By reviewing information about 124 institutions with graduate HRD programs, they found that 27 of the institutions (21.8%) offer required and/or elective instructional design courses. In addition, the authors conducted an in-depth review of those 27 institutions to identify the affiliations and features of their HRD programs (college, school, department, program names, degrees, and the existence of online programs). To better understand the instructional design practices in higher education settings, they also discuss three instructional approaches for instructional design, consideration for using technology-mediated instructional design, and instructional design models for learning transfer. Finally, the authors present conclusions and recommendations for future research.

Practices and digital technological resources for remote education: an investigation of Brazilian professor's profile

Digital Technology Resources (DTR) are considered essential in society and education for teaching-learning. Due to the Covid-19 pandemic, higher education classes have moved from face-to-face to remote teaching. Therefore, students and professors have the challenge of using DTRs as the main artifacts in their activities. This paper investigates the professors’ perceptions of DTRs in teaching practices before and during social isolation. A survey that obtained 140 responses indicates that several DTRs will remainupon the face-to-face teaching modality resumes. So, by sharing the Survey’s results, we hope to support future instructional design practices and suggest new requirements for educational software development.

How reading in single- and multiple-column types influence our cognitive load: an EEG study

Purpose The impact of different screen-based typography styles on individuals’ cognitive processing of information has not been given much consideration in the literature, though such differences would imply different learning outcomes. This study aims to enrich the current understanding of the impact of reading in single- and multiple-column types on students’ cognitive processing. Design/methodology/approach An electroencephalogram (EEG) was used to record and analyze the brain signals of 27 students while reading from single- and multiple- column layouts. Findings The results showed a significant difference in students’ cognitive load when reading text from different types of columns. All students exerted less processing efforts when text was presented in two-column format, thus experiencing less cognitive load. Originality/value Using EEG, this study examined the neural consequences of reading in single- and multiple-column types on cognitive load during reading. The findings can be used to enrich the current instructional design practices on how different typographical formats facilitate learners’ cognitive performance.

Virtual and Augmented Reality

This chapter focuses on virtual reality (VR) and augmented reality (AR) as tools for teaching and learning. Attainment of skills and knowledge can be supported through the use of VR/AR applications that are being developed both in the commercial sector and at various research institutions. An overview of what differentiates VR and AR is provided to the reader along with considerations of how such applications might be used to support learning environments in the future. If instructional designers and programmers can synchronize their efforts it may be possible to make VA/AR a common feature across learning environments nationally. Common elements of a VR/AR system are discussed here as well as the need to incorporate instructional design practices into the design of learning applications that use VR/AR.

Instructional Design in Human Resource Development Academic Programs in the USA

The purpose of this chapter is to identify the current status of instructional design courses in human resource development (HRD) graduate programs. The authors examined the curricular content of HRD academic programs in the USA and suggested critical considerations to improve instructional design practices in higher education settings. By reviewing information about 124 institutions with graduate HRD programs, they found that 27 of the institutions (21.8%) offer required and/or elective instructional design courses. In addition, the authors conducted an in-depth review of those 27 institutions to identify the affiliations and features of their HRD programs (college, school, department, program names, degrees, and the existence of online programs). To better understand the instructional design practices in higher education settings, they also discuss three instructional approaches for instructional design, consideration for using technology-mediated instructional design, and instructional design models for learning transfer. Finally, the authors present conclusions and recommendations for future research.

Quilting a journey: decolonizing instructional design

In many Indigenous communities, the star quilt is a symbol of honor given as a gift to recognize something about which the community is proud. The star quilt was used as a metaphor in this study to critically examine the practices of an instructional designer working in a tribal college context to identify culturally relevant instructional design practices. Instructional design is the systematic process of planning and developing learning environments, such as courses, curricula, or educational software. The researcher utilized an Indigenous approach to autoethnography as methodology to establish the community as the norm by which to critique the practices of the instructional designer—the researcher herself. The study findings culminated in the Star Quilt Framework for Culturally Competent Instructional Design, a relational person model for practice that incorporates the role of the instructional designer as an actor in the design process.