It is becoming more common for researchers to use existing recordings as a source for data rather than to generate new media for research. Prior to the examination of recordings, data must be extracted from the recordings and the recordings must be described with metadata to allow users to search for the recordings and to search information within the recordings. The purpose of this small-scale study was to develop a web based search tool that will permit a comprehensive search of spoken information within a collection of existing digital recordings archived in an open-access digital repository. The study is significant to the field of instructional design and technology (IDT) as the digital recordings used in this study are interviews, which contain personal histories and insight from leaders and scholars who have influenced and advanced the field of IDT. This study explored and used design and development research methods for the development of a search tool for use with digital video interviews. The study applied speech recognition technology, tool prototypes, usability testing, expert review, and the skills of a program developer. Results from the study determined that the produced tool provided a more comprehensive and flexible search for users to locate content from within AECT Legends and Legacies Project video interviews. / Doctor of Philosophy / It is becoming more common for researchers to use existing recordings in studies. Prior to examination, the information about the recordings and within the recordings must be determined to allow users the ability to search information. The purpose of this small-scale study was to develop an online search tool that allows users to locate spoken words within a video interview. The study is important to the field of instructional design and technology (IDT) as the video interviews used in this study contain experience and insight from people who have advanced the field of IDT. Using current and free technology, this study developed a practical search tool to search information from AECT Legends and Legacies Project video interviews.

Components from the historic method, information seeking, and the history of IDT were used in conjunction with systems thinking to create a framework to determine the status of documented artifacts related to the history of IDT. The study used the following steps: (a) conduct a literature review in order to explore possible components for the framework; (b) analyze the results of the literature review to provide a rationale for selection criteria of these components; (c) design the framework that will be used to search for documented artifacts; (d) develop the framework and operationalize the components; (e) evaluate the framework with operationalized components; (f) where necessary, revise the framework based upon tests of the framework; (g) report the results (h) design a way to share the framework and the status of documented artifacts. Sixty-nine documented artifacts were searched for using the framework and sixty were located. / Ph. D.

<p>The primary purpose of this study was to design a valid and reliable survey instrument gauging three concepts; (a) utilization of technology-enhanced instructional practices, (b) perceptions of Missouri higher education faculty concerning self-reported instructor role and (c) perceptions of millennial students&rsquo; preferred learning styles. The secondary purpose of this study was to identify differences and similarities among various subsets of the data, examined by investigated concepts, as well as disaggregated by each demographic for individual survey items. </p><p> The six independent variables included type of institution, size of institution (based on Carnegie Size Classification), department, rank, gender and age range. The study also included 34 dependent variables divided into three sections. First were 8 items (items 7&ndash;14), designed to discern the HE faculty&rsquo;s self-reported utilization of technology-enhanced instruction in their classroom. Next were 10 items (items 15&ndash;24), focusing on faculty perceptions of their instructional role in the classroom. Following were 16 items (items 25&ndash;40) asking for self-reported faculty perceptions concerning the learning preferences of higher education students. </p><p> The population for this study included 2,978 faculty at a randomly selected group of 15 two-year and four-year, public and private Missouri higher education institutions based on a listing of Missouri higher education institutions provided by the Missouri Department of Higher Education (MDHE). The survey was completed by 249 of these faculty members. Cronbach&rsquo;s alpha and a pilot survey were conducted to determine validity and reliability. Univariate analyses, including cross tabulations and graphs showing frequency counts and percentages and measures of central tendency and dispersion, consisting of mean, median, mode, standard deviation and variance, were employed to determine utilization of technology-enhanced instruction by Missouri HE faculty as well as perceptions concerning instructional roles and millennial students&rsquo; learning characteristics as identified by research. Finally, Chi-square analysis and cross tabulations showing frequency numbers and percentages of each survey item were generated for each of the six demographic items. </p><p> The findings confirmed that the Survey of Higher Education Instructional Practices (SHEIP) was a valid and reliable instrument for collecting information concerning utilization of technology-enhanced instruction as well as perceptions of instructor role and students&rsquo; preferred learning styles. It was also shown a majority of Missouri higher education faculty are employing technology-enhanced instruction. Findings also indicated percentages of faculty using traditional and contemporary instructor roles were nearly equal. A small percentage more faculty did report using more contemporary instructor roles, but this is a point that could be explored in further research. Furthermore, outcomes indicated that a majority of faculty did agree with the manners which current research indicated millennial students prefer to learn. The theory of disruptive innovation indicated manners in which higher education can implement the change needed to &ldquo;disrupt&rdquo; the current system in academia. Research indicates change is needed if higher education is going to prosper in the rapidly changing academic world. </p>

Instructional design is commonly referred to as the systematic process of creating consistent and reliable learning experiences (Branch & Merrill, 2011). Built on a foundation of learning theory and instructional design theory, instructional design relies heavily on various process models to guide design practice (Stefaniak & Xu, 2020) and to manage and communicate the process of design (Branch & Dousay, 2015). Despite their use, scholars argue that these models do not accurately represent instructional design practice (Bichelmeyer et al., 2006; Rowland, 1992; Smith & Boling, 2009; Visscher-Voerman & Gustafson, 2004; Wedman & Tessmer, 1993) and remain too focused on high-level processes rather than discrete methods and actions (Gibbons et al., 2014). In recent years, human-centered design (HCD) methods have emerged within instructional design practice, providing more methodological guidance for instructional designers within an empathetic design perspective (Stefaniak & Xu, 2020). HCD includes codesign practices (Steen, 2012)that seek to involve users directly throughout the design process. The current study explores the design experiences of 12 participant designers (e.g., teachers, digital coaches) who were purposely selected to engage in a seven-week codesign experience. Tasked with providing direction on resources designed to support K-12 teachers with online and hybrid teaching, these participant designers worked together to share previous teaching experiences, analyze teacher data, and identify and develop learning prototypes. Interviews with eight participant designers following the codesign experience revealed that participants viewed the project as open and ill-defined, lacking in a clear outcome and identified roles and responsibilities. As the codesign continued, participants described impactful moments that clarified the design project and shifted the design process to a focus on details. While the end product of design was described by participants generally, participants viewed their experiences and perspectives as their major contributions to the design process. Results from this investigation reveal important implications for design practice, education, and research.

While many historical articles and chapters on the foundations of Instructional Design and Technology (IDT) have painted an accurate picture of the field, it has been 21 years since anyone has given emphasis to the relationships of influence among IDT scholars. Many have written on various elements of the field, emphasizing events according to their own experience, which have increased our overall understanding of IDT. However, without insight on the connections between these pieces, the field appears to be only a broad array of isolated silos, each filled with its own research interest. This research sought to discover IDT's genealogy of influence. Three main research questions were asked: "Currently, who are the most influential scholars in IDT?" "Who influenced today's most influential scholars?" and "What ideas were most influential in the scholars' relationships?" The ten most influential names in IDT were discovered, and their genealogies of influence were traced. The ideas that were most influential in the relationships between theorists were summarized into the following groups of fields: General Education, IDT (and its contributors), Psychology, Sociology and Anthropology, and Adult and Higher Education. This research found an IDT field that was very diverse but very connected. Another important result was much less expected: the prevalence of psychology as a significant influence on both past work and current big ideas. Implications are discussed, such as revising definitions of the field.

21st century work environments are becoming more dynamic; they are fast-paced and require critical incidents to be dealt with in a shorter time frame. At the same time, in order for organizations to survive knowledge management (KM) systems need to be in place that allow organizations to learn from these incidents and use the knowledge gained to solve new problems. The knowledge life cycle consists of three phases: create, preserve, and disseminate. The knowledge life cycle also involves the transformation of knowledge from tacit to explicit, which is important to shift knowledge from the individual level to the organizational level; this represents a very important objective of KM. KM is not a domain on its own but intersects with other areas such as organizational learning, performance support, and communities of practice. Learning and performance support are among the concerns of practitioners in the sister fields of instructional design and technology (IDT) and human performance technology (HPT). Yet still, there are not many studies that examine KM through the lens of these professions. There is a need for knowledge to be accessible and for structures to be put in place to facilitate the knowledge life cycle. The purpose of this study was to explore how workers in a fast-paced environment go through the knowledge life cycle when dealing with critical incidents, and the factors that acted as driving and restraining forces. A single instrumental case study research design was used to study employees of a walk-in computer software help desk. The HPT model along with principles and procedures of critical incident technique were used to create a framework for data collection, which included interviews, a focus group session, and examination of extant data. Findings revealed that workers went through the knowledge life cycle by making internal and external connections and both organizational and individual factors impacted the flow of knowledge. A disconnection between available tools and work processes posed the greatest barrier to going through all the knowledge life cycle process. / Ph. D.

Instructional Design and Technology (IDT) professionals practice their skills in a broad range of career environments and job roles. Each career environment has lists of competencies and unique knowledge and skill requirements that may or may not be communicated to students, since IDT programs do not typically distinguish themselves as preparing students for specific career environments. Not much has been written concerning how, and how well, IDT programs are preparing students for professional practice in different career or work environments. This study utilized a mixed method approach to carry out a two phase study. In Phase I, current IDT practitioners were surveyed concerning the match between their preparation program and their IDT work experience, and their opinions of exemplary programs for preparing students for their career environment. Respondents to the survey indicated that they felt somewhat to fully prepared for general instructional design practices, but over 25% felt that their program was not adequate for preparing them for the cultural aspects of their career environment. Survey respondents identified Indiana University (Bloomington) and Florida State University (Tallahassee) as top exemplary programs for preparing graduates for practicing instructional design for a variety of career environments. Phase I results informed Phase II of the research, which consisted of a case study of the Instructional Systems program at Florida State University. The case study identified the philosophies of educators at an exemplary program, the experiences those philosophies were based on, and specific ways the program instantiated those philosophies. Educators at Florida State use a pragmatic combination of situated methods and strategies that enable students to develop expertise through participation in communities of practice relevant to their career goals. The study concluded that, with respect to career environment preparation, the best approach to IDT preparation is a generalist approach that provides flexibility in coursework selection so that students can obtain coursework and authentic experiences to prepare them for the career environment of their choice. / Ph. D.

Citations allow researchers to define relationships across articles and develop arguments by building on the work of others. This study explores citation of theory symbols in Instructional Design and Technology (IDT) academic articles. The term theory symbol is used to define a concept that, after its original publication, is subsequently incorporated by later writers through citation. Exploring the citation history of the seminal publications makes it possible to trace theory symbol use over time and thus to trace its dissemination in the field. A typology of theory symbol use in IDT academic publication is developed through a citation context analysis (CCA) of a sample of articles published in Educational Technology Research and Development (ETRD) and its predecessor journals (1953–2012) which incorporate theory symbols through citation. This analysis contributes to an understanding of how theory has shaped IDT disciplinary knowledge and augments discourse analysis and bibliometrics by examining the context in which theory is incorporated into academic publication. / Ph. D.

The purpose of this qualitative case study was to define and describe the work of external instructional design consultants. Study participants included seven instructional designers with varied educational backgrounds and work experience who work in a variety of contexts supporting clients in the design and delivery of learning experiences. All seven participants completed an initial survey with demographic and background questions. Five participants then took part in semi-structured interviews. Collected data was coded using both deductive and inductive methods with each case considered individually before combining the data for analysis across cases. Study findings support previous research suggesting that the work of instructional designers is dependent on context. Results further indicated that external instructional design consultants regularly engage in project management, communication and collaboration, and the analysis and evaluation components of the instructional design process, all in keeping with existing literature. External instructional designers differed in that they do more sales-related work, and, in the analysis process, focus more on client needs than learner characteristics. Study participants were invested in creating high quality, engaging learning experiences, while also willing to accommodate the unique challenges facing any given client. The study findings suggested that prospective employees' instructional design knowledge is of limited value during hiring interviews; instead, participants reported being more likely to hire former educators and subject-matter experts who can be trained to do instructional design work. Two broad themes emerged from the study's findings: 1) instructional designers can be organized into instructional designer and manager roles with corresponding responsibilities; and 2) the question of how best to prepare instructional designers is a question of what knowledge and skills are needed and where those skills should be developed. These themes formed the basis of five instructional design personas that resulted from this study, as well as a proposed program for preparing instructional design professionals.