• About the Journal
  • Informing Practice and Extending the Tradition of LXD: Introducing the Special Issue
  • Do-It-Yourself, Low-Cost Pop-Up Usability Labs for Learning Experience Designers
  • Designing and Evaluating a 3D Virtual World Game for English Language Learning: A Learning Experience Design Approach
  • Learning Experience Design as Collective Praxis: Two Design Cases from Higher Education
  • Learning LXD Through LXD: Applying Conceição and Howles' Framework for Designing Online Learning Experiences
  • Using Learning Experience Design (LXD) to Promote Decreasing Stigma in Creating a Video Series about Syringe Services Programs (SSP)
  • Going Through the Motions? Asynchronous Online Course Discussions Considered Within a Learner Experience Design Framework
  • Situating MOOC Learners Within the Field of Learning Experience Design Through Immersion in Authentic Contexts
  • Theory-Driven and Practice Oriented Perspectives on Instructional Design and Learning Experience Design
  • Exploring the Relationship Between Usability and Cognitive Load in Data Science Education
  • Designing Rational and Emotional Learning Experiences via the Learning Experience Canvas (LXC)
  • Learning Experience Design as an Orienting Guide for Practice: Insights From Designing for Expertise
  • Learning Experience Design in the Light of Design Knowledge and Philosophy
  • What’s the Difference Between Learning Experience Design and Instructional Design?
  • Abstracts
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  • Publication Information
    SeriesThe Journal of Applied Instructional Design
    ISSN2160-5289
    DOI10.59668/515
    Volume12
    Issue3
    Pages253
    LicenseCC BY
    Year2023
    LanguageEnglish

    The Journal of Applied Instructional Design

    Learning Experience Design: Informing Practice and Extending the Tradition
    September 2023

    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.

    The Journal of Applied Instructional Design

    The Journal of Applied Instructional Design

    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 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: 10.59668/515

    ISSN: 2160-5289

    URL: https://jaid.edtechbooks.org/jaid_12_3

    , , , , & (2023). The Journal of Applied Instructional Design, 12(3). The Journal of Applied Instructional Design. https://dx.doi.org/10.59668/515
    Yvonne Earnshaw

    Kennesaw State University

    Yvonne Earnshaw, PhD is an Assistant Professor of Instructional Design and Technology in the School of Instructional Technology and Innovation at Kennesaw State University. Dr. Earnshaw has an extensive industry background in technical writing, instructional design, and usability consulting. Her research interests include user/learner experience, online teaching and learning, and workplace preparation.

    Matthew Schmidt

    University of Georgia

    Matthew Schmidt, Ph.D., is Associate Professor at the University of Georgia (UGA) in the Department of Workforce Education and Instructional Technology (WEIT). His research interests include design and development of innovative educational courseware and computer software with a particular focus on individuals with disabilities and their families/caregivers, virtual reality and educational gaming, and learning experience design.

    Andrew A. Tawfik

    University of Memphis

    Andrew A. Tawfik, Ph.D., is an Associate Professor of Instructional Design & Technology at the University of Memphis. Dr. Tawfik also serves as the the director of the Instructional Design & Technology studio at the University of Memphis. His research interests include problem-based learning, case-based reasoning, usability, and computer supported collaborative learning.
    Rui Tammy Huang

    University of Florida

    Rui Tammy Huang is a Clinical Assistant Professor of Educational Technology and Computer Science Education at the University of Florida. She is also the Program Coordinator for the Computer Science Education certificate, master's, and doctor of education program. Her research interests include taking an inclusive learning experience design approach to design and develop courseware and software for computer science education.
    Noah Glaser

    University of Missouri

    Noah Glaser, Ph.D., is an Assistant Professor in the School of Information Science & Learning Technologies at the University of Missouri and the director of the Information Experience Lab. His research explores user experience design, virtual reality & game design, neurodiversity and inclusion, formal and informal STEAM education, and learning analytics
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