A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked

The purpose of this literature review was to determine what evidence there is that instructional designers apply ID Models, as well as to establish what other activities and processes they might use in their professional activities. Only ten articles were located that directly pertained to this topic: seven reporting on empirical research and three case descriptions recounting development experiences. All ten papers pertained to process-based ID models. Results showed that, while instructional designers apparently do make use of process-based ID models, they do not spend the majority of their time working with them nor do they follow them in a rigid fashion. They also engage in a wide variety of other tasks that are not reflected in ID models.

[1]  Martin Tessmer,et al.  A layers-of-necessity instructional development model , 1990 .

[2]  W. Dick.  The dick and carey model: Will it survive the decade? , 1996 .

[3]  Charles M. Reigeluth,et al.  The elaboration theory of instruction , 1983 .

[4]  Zita Glasgow,et al.  Making Instructional Design Decisions , 1997 .

[5]  J. Willis.  Alternative Instructional Design Paradigms: What's Worth Discussing and What Isn't. , 1998 .

[6]  David Roberts,et al.  Attitudes and Perceptions of Academic Authors to the Preparation of Distance Education Materials at the University of Tasmania , 1994 .

[7]  Dee H. Andrews,et al.  A comparative analysis of models of instructional design , 1980 .

[8]  Charles M. Reigeluth,et al.  A New Paradigm of ISD , 1996 .

[9]  Charles M. Reigeluth,et al.  Instructional Design Theories and Models : An Overview of Their Current Status , 1983 .

[10]  Katherine S. Cennamo.  A "Layers of Negotiation" Model for Designing Constructivist Learning Materials. , 1995 .

[11]  Charles M. Reigeluth,et al.  What Is Instructional-Design Theory and How Is It Changing? , 1999 .

[12]  Mariusz Kąkolewicz.  Robert A. Reiser , John V. Dempsey (ed.), Trends and Issues in Instructional Design and Technology, (Trendy i zagadnienia projektowania i technologii kształcenia), Merrill Prentice Hall Upper Sadle River, New Jersey, Columbus, Ohio, 2002, ss. 415 , 2003 .

[13]  Jerry Willis,et al.  The Maturing of Constructivist Instructional Design: Some Basic Principles That Can Guide Practice. , 2000 .

[14]  P. Smith,et al.  Instructional Design (3rd ed. , 2005 .

[15]  R. Braden.  The Case for Linear Instructional Design and Development: A Commentary on Models, Challenges, and Myths. , 1996 .

[16]  James O. Carey,et al.  The systematic design of instruction , 1978 .

[17]  Neal Shambaugh,et al.  A reflexive model for teaching instructional design , 2001 .

[18]  Miles Allen.  A profile of instructional designers in Australia , 1996 .

[19]  Colin Macpherson,et al.  Academic authors' perceptions of the instructional design and development process for distance education: A case study , 1998 .

[20]  Gary R. Morrison,et al.  Designing Effective Instruction , 1997 .

[21]  Melanie Misanchuk,et al.  Adapting a Master's Degree Course to the Web: A Case Analysis. , 2001 .

[22]  S. Cox,et al.  How do instructional design professionals spend their time? , 2003 .

[23]  Min Liu,et al.  Challenges of Being an Instructional Designer for New Media Development: A View from the Practitioners , 2002 .

[24]  Rebecca Clemente,et al.  Instructional systems design and public schools , 1990 .

[25]  Andrew S. Gibbons,et al.  What and how do designers design? , 2003 .

[26]  Harold G. Nelson,et al.  Design Way: Intentional Change in an Unpredictable World - Foundations and Fundamentals of Design Competence , 2003 .

[27]  J Glacken,et al.  Health professions education online: a case study. , 2001, Journal of allied health.

[28]  Leslie J. Briggs,et al.  Principles of Instructional Design , 1974 .

[29]  Rita C. Richey,et al.  Instructional Design Competencies: The Standards , 2001 .

[30]  Kurt Rowley,et al.  Designing the Right Blend: Combining Online and Onsite Training for Optimal Results , 2002 .