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
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.
Designing for Shifting Learning ActivitiesJoshua A. Danish, Gabriella Anton, Nitasha Mathayas, Tessaly Jen, Morgan Vickery, Sarah Lee, Xintian Tu, Lana Cosic, Mengxi Zhou, Efrat Ayalon, Selena Steinberg, Noel Enyedy, & Zachary Ryan169 
The Journal of Applied Instructional Design
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The publisher The Journal of Applied Instructional Design does not have a physical location, but its primary support staff operate out of Provo, UT, USA.
The publisher The Journal of Applied Instructional Design 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: 10.59668/423
ISSN: 2160-5289
URL: https://jaid.edtechbooks.org/jaid_11_4
(2022).
The Journal of Applied Instructional Design, 11(4). The Journal of Applied Instructional Design.
https://dx.doi.org/10.59668/423