• About the Journal
  • Preface to the Special Issue
  • The Design Models We Have Are Not the Design Models We Need
  • Designing for Liberation: A Case Study in Antiracism Instructional Design
  • Promoting Organizational Justice In Cross-Cultural Data Collection, Analysis, And Interpretation: Towards An Emerging Conceptual Model
  • Reconsidering Dale’s Cone: Towards the Development of a 21st Century “Cone of Experience” to Address Social Justice Issues
  • Equity Unbound as Critical Intercultural Praxis
  • Realizing Equity and Inclusion Goals in the Design of MOOCs
  • Designing for Every Student: Practical Advice for Instructional Designers on Applying Social Justice in Learning Design
  • Designing a Virtual Learning Environment for Critical Media Literacy Education
  • Preparing Educators for Culturally Responsive Teaching Through Technical Cultural Representations
  • Learning in Diverse Educational Contexts: Bringing Social Justice when Designing Culturally Rich Learning Experiences in Brazil
  • Humanities Education in the U.S. Rural South: Design, Development, and Practice
  • STEM Teachers’ Designs for Learning: Addressing the Social and Political Climate During COVID-19
  • Computing for Communities: Designing Culturally Responsive Informal Learning Environments for Broadening Participation in Computing
  • With Our Community, for Our Community: Expanding Possibilities for Engaging in STEM
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    Publication Information
    SeriesThe Journal of Applied Instructional Design
    ISSN2160-5289
    DOI10.59668/329
    Volume10
    Issue4
    Pages243
    LicenseCC BY
    Year2021
    LanguageEnglish
    Instructional DesignEducation ResearchLearning DesignAECT

    The Journal of Applied Instructional Design

    December 2021

    Abstract

    The purpose of this journal is to bridge the gap between theory and practice by providing reflective practitioners a means for publishing articles related to the field. The journal establishes and maintains a scholarly standard with the appropriate rigor for articles based on design and development projects. Articles include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research. The articles are based on design and development projects as opposed to pure research projects and focus on lessons learned and how to improve the instructional design process. Rigor is established through articles grounded in research and theory.A secondary goal of this journal is to encourage and nurture the development of the reflective practitioner in the field of instructional design. This journal encourages the practitioner as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. The resulting articles inform both the study and practice of instructional design.

    Table of Contents

    Begin Reading

    The purpose of this journal is to bridge the gap between theory and practice by providing reflective practitioners a means for publishing articles related to the field. The journal establishes and maintains a scholarly standard with the appropriate rigor for articles based on design and development projects. Articles include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research. The articles are based on design and development projects as opposed to pure research projects and focus on lessons learned and how to improve the instructional design process. Rigor is established through articles grounded in research and theory.

    A secondary goal of this journal is to encourage and nurture the development of the reflective practitioner in the field of instructional design. This journal encourages the practitioner as well as collaborations between academics and practitioners as a means of disseminating and developing new ideas in instructional design. The resulting articles inform both the study and practice of instructional design.

    About the Journal1
    Preface to the Special Issue, , , & 7
    The Design Models We Have Are Not the Design Models We Need13
    Designing for Liberation: A Case Study in Antiracism Instructional Design, , , , , , , , & 25
    Promoting Organizational Justice In Cross-Cultural Data Collection, Analysis, And Interpretation: Towards An Emerging Conceptual Model, , & 45
    Reconsidering Dale’s Cone: Towards the Development of a 21st Century “Cone of Experience” to Address Social Justice Issues & 63
    Equity Unbound as Critical Intercultural Praxis, , , & 79
    Realizing Equity and Inclusion Goals in the Design of MOOCs, , , & 93
    Designing for Every Student: Practical Advice for Instructional Designers on Applying Social Justice in Learning Design & 115
    Designing a Virtual Learning Environment for Critical Media Literacy Education & 127
    Preparing Educators for Culturally Responsive Teaching Through Technical Cultural Representations, , & 141
    Learning in Diverse Educational Contexts: Bringing Social Justice when Designing Culturally Rich Learning Experiences in Brazil, , & 161
    Humanities Education in the U.S. Rural South: Design, Development, and Practice, , & 173
    STEM Teachers’ Designs for Learning: Addressing the Social and Political Climate During COVID-19, , , & 189
    Computing for Communities: Designing Culturally Responsive Informal Learning Environments for Broadening Participation in Computing, , , & 209
    With Our Community, for Our Community: Expanding Possibilities for Engaging in STEM, , , , & 225
    EdTech Books

    EdTech Books

    CC BY: This work is released under a CC BY license, which means that you are free to do with it as you please as long as you properly attribute it.

    The publisher EdTech Books does not have a physical location, but its primary support staff operate out of Provo, UT, USA.

    The publisher EdTech Books makes no copyright claim to any information in this publication and makes no claim as to the veracity of content. All content remains exclusively the intellectual property of its authors. Inquiries regarding use of content should be directed to the authors themselves.

    DOI: 10.59668/329

    ISSN: 2160-5289

    URL: https://edtechbooks.org/jaid_10_4

    (2021). The Journal of Applied Instructional Design, 10(4). EdTech Books. https://dx.doi.org/10.59668/329
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