The Influence of Multimedia Development Knowledge and Workplace Pressures on the Design Decisions of the Instructional Designer

Autor/inn/en	Hoard, Brent; Stefaniak, Jill; Baaki, John; Draper, Darryl
Titel	The Influence of Multimedia Development Knowledge and Workplace Pressures on the Design Decisions of the Instructional Designer
Quelle	In: Educational Technology Research and Development, 67 (2019) 6, S.1479-1505 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stefaniak, Jill)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-019-09687-y
Schlagwörter	Multimedia Instruction; Multimedia Materials; Instructional Design; Decision Making; Protocol Analysis; Media Selection; Expertise; Employer Attitudes + Suchen Sie Ihr Suchwort? Multimediales Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Decision-making; Entscheidungsfindung; Medienwahl; Expert appraisal; Arbeitgeberinteresse
Abstract	This study explored the interaction of multimedia production competencies of expert and novice instructional designers on the design decisions made during the instructional design process/workflow. This multiple measures study used qualitative survey instruments to access and measure the production competencies of participants, then a design aloud protocol to capture and measure the instructional design decision-making process for those same participants. A follow-on interview after the initial design aloud session was conducted in order to triangulate and confirm any trends or findings uncovered during the earlier design aloud session. Ultimately, the objective of this study was to provide some evidence that suggests whether certain production skills are influencing instructional design decision-making. Employer influence on the instructional designer's decision-making was also explored. Results indicated that a substantial number of instructional designers (n = 30) who participated in this study were selecting media as a preliminary step in their workflow process, and were often then using analysis as a measure to confirm the early media selection. Expert instructional designers appeared to be less susceptible to the early media selection behavior, though not immune. Results indicate that one reason the expert instructional designers were less likely to adopt media as a preliminary instructional design step was that the experts conducted a more diverse set of analysis activities. Additionally, results indicated that instructional designers were often experiencing pressure to adopt media based on employer demands, and project constraints such as budget and time. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01