During the past 50 years, journals in the field of instructional design have been responsive to the changing needs of both scholars and to a lesser degree, the practitioner. Of particular importance is the rise in the number of instructional designers with doctorates who consider themselves practitioners, but not necessarily scholars. ETR&D is a widely recognized, scholarly journal in our field that maintains rigorous standards for publications.
Theory and practice of instructional design was almost exclusively influenced by the academic community. With the growth of instructional designers, the theory and practice is now defined by both academics and practitioners. There is a need for greater communication between the scholars and the practitioners in a scholarly journal that will support innovation and growth of our knowledge base. The journal establishes and maintains a scholarly standard with the appropriate rigor for articles based on design and development projects. ISSN: 2160-5289 Goals The purpose of this journal is to bridge the gap between theory andpractice by providing reflective practitioners a means for publishing articles related to the field.
Articles include evaluation reports (summative and formative), lessons learned, design and development approaches, as well as applied research. 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.
The journal recognizes the role of the practitioner in the work environment and realizes that outside constraints may limit the data collection and analysis process in applied settings. The limitations of real-world instructional design can still provide valuable knowledge for the field. JAID is an online open-access journal and is offered without cost to users.
Journal staff are from the University of Georgia, Old Dominion University, Ohio University, Virginia Tech, and Rocky Mountain College of Art and Design. Staff are also from Brigham Young University, Arizona State University, Brigham Young College, and the U.S. Naval Academy. Editor is Jill E. Stefaniak. Assistant editors are Mohan Yang, Royce Kimmons, Lauren Bagdy and Rebecca Clark-Stallkamp. Editor-in-Chief is Andy Gibbons.
The Association for Educational Communications and Technology (AECT) is a professional association of instructional designers, educators and professionals. AECT provides leadership and advise policy makers in order to sustain a continuous effort to enrich teaching and learning. Our members may be found around the world in colleges and universities, in the Armed Forces and industry, in museums, libraries, and hospitals, and in the many places where educational change is underway.
Our research and scholarly activity contribute to the knowledge base in the field of Learning. We are on the cutting edge of new developments and innovations in research and application. AECT is the premier organization for those actively involved in the design of instruction and a systematic approach to learning. We provide an international forum for the exchange and dissemination of ideas for our members and for target audiences. We have 24 state and six International Affiliates all passionate about finding better ways to help people learn.
The Journal of Applied Instructional Design (JAID) is a refereed online journal designed for the publication of scholarly articles. The journal is for practitioners, instructors, students, and researchers of instructional design. The purpose of JAID is to provide the reflective ID scholar-practitioners and researchers a means for publishing articles on the nature and practice of ID that will support the innovation and growth of our knowledge base. Other journals sponsored by AECT include Educational Technology Research and Development and TechTrends.
JAID is for reflective scholar-practitioners who make significant contributions to the knowledge of our field. Authors are invited to submit articles documenting new or revised approaches to ID. Articles must be based on instructional design projects as opposed to pure research projects. The journal will establish and maintain a scholarly standard with the appropriate rigor for articles based on design and development projects.
JAID is an applied journal serving a practicing community. Our focus is on what practitioners are doing in authentic contexts and their observed results. The articles should represent issues of practical importance to working designers. The resulting articles should inform both the study and practice of ID. Submit an Article The journal currently accepts submissions of three article types: Research Studies on Applied Instructional Design, Theory and Practice, and Practice and Theory.
Quantitative and qualitative studies are welcome. Position papers must be based in the context of a theoretical framework. The paper must also provide enough information to allow the replication of the innovation or continuation of the research in other settings. Efficacy data is strongly preferred, but not always required.
The journal will focus on in-depth applications of the ID process and publish a variety of articles. The articles in the journal will be from the perspective of the scholar-practitioner rather than from the researcher. When applicable, articles should include supplementary materials including examples of ID products, evaluation instruments, media files, and design artifacts.
Each article must have an abstract (75-100 words) and a list of keywords. Articles, including tables or figures, must follow APA 7th edition formatting. Identifying information must only be located on the cover page including contact information for the first author. If in doubt, contact the editor prior to submitting the article.