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A major challenge for Information Technology (IT) programs is that the rapid pace of evolution of computing technology leads to frequent redesign of IT courses. The problem is exacerbated by several factors. Firstly, the changing technology is the subject matter of the discipline and is also frequently used to support instruction; secondly, this discipline has only been formalized as a four-year university program within recent years and there is a lack of established textbooks and curriculum models; finally, updating courses is seldom rewarded in a higher education system that favors research and teaching for promotion and tenure. Thus, continuously updating their courses place a significant burden on the faculty. A case study approach was used to describe and explain the change processes in updating IT courses. Several faculty members at two institutions were interviewed and course changes were identified and analyzed. The analysis revealed a set of recurrent themes in change processes. An instructional design architecture approach also revealed a set of design domains representing the structure of the change processes. The design domains were analyzed in terms of the design decisions they represented, and also in terms of structures, functions and activities, which are related to Structures-Behaviors-Functions (SBF) analysis. The design domains model helped to explain both negative and positive outcomes that were observed in the data. When design efforts impact multiple domains the design is likely to be more difficult. Understanding the design domain architecture will assist future designers in this discipline.

Mobile technologies present an opportunity for scholars and practitioners to extend the application of instructional design theories and models to a mobile learning environment. The goal was to examine mobile learning design and development issues, validate and extend the instructional design theory, Component Display Theory (CDT), to the development of mobile learning activities, and recommend guiding principles for mobile learning system development. Using a formative research approach, which focuses on improving design theory for instructional practices and processes, CDT was used to design a tutorial mobile application targeting faculty professional development. This design instance was formatively evaluated to determine how CDT can be used to guide the design and development of a mobile learning environment; the key processes that are pertinent to translating instructional design plans into mobile learning lessons; and the challenges and issues in designing instruction for a mobile learning environment. The findings resulted in the identification of variables and factors related to the instructional strategies, design variables, and the learning system that affected the application of the CDT. Recommendations and further research opportunities are presented to increase practitioner use of the theory and to address learner and organizational readiness. This research contributes to the field of instructional design and development by examining how underlying theories, principles, and frameworks can be applied to the design and development of mobile learning systems.

Computer games are considered as powerful tools to learning and they have a potential for educational use. However, the lack of available comprehensive design paradigms and well-designed research studies about the question of &ldquo / how to&rdquo / incorporate games into learning environments is still a question, despite more than 30 years&rsquo / existence of computer games and simulations in the instructional design movement. Setting off from these issues, a formative research study is designed to propose an instructional design/development model, which may be used for creation of game-like learning environments. Eighteen undergraduate students from Computer Education and Instructional Technology Department in METU participated to the study. Data collection lasted for three months and data were collected through interviews, observations and the artifacts that the participants produced. After the data analysis, it was found that the phases of the instructional design/development process should not be separate, strictly bounded, and processing a linear manner. Depending on these results and with the inspiration from fuzzy logic, an instructional design/development model for creating game-like environments, which is called as &ldquo / FID&lt / sup&gt / 2&lt / /sup&gt / GE model&rdquo / is proposed.

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