Sage Journals: Discover world-class research

Abstract

Evolving from its instructional design origins and directly related to contemporary learning experience design (LXD), learning design has emerged as a movement within the field of workplace learning and development that seeks to shift the focus of training and education from the content to the learner. The origins of this learner focus can be traced to the development of instructional design theories and the emergence of learning sciences in the late 20th century, along with the expansion of competencies required of the modern instructional designer. Advances in our understanding of how people learn and changes in sociocultural aspects related to learning have led designers to structure experiences for learners that increase their autonomy and seek to meet each learner's unique needs.

Keywords

instructional design learning design learning experience design workforce training history of instructional design

Get full access to this article

View all access options for this article.

References

Abbott

Siskovic

Nogues

Williams

J. G.

(2000). Learner assessment in multimedia instruction: Considerations for the instructional designer [Paper presentation]. Society for Information Technology & Teacher Education International Conference: Proceedings of SITE 2000 (pp. 1126–1131). https://eric.ed.gov/?id=ED444516

Akondy

Murthy

(2015, December). From novice to expert instructional designer: A training based on cognitive apprenticeship model. In 2015 IEEE seventh international conference on technology for education (T4E) (pp. 53–60). IEEE. https://doi.org/10.1109/T4E.2015.2

Allen

S. A.

Gardner

J. L.

(2021). Project management competencies in instructional design. Online Journal of Distance Learning Administration, 24(2), n2. https://www.westga.edu/~distance/ojdla/summer242/allen_gardner242.html

Arafah

Sihes

A. J. B.

(2015). Competencies for the classroom instructional designer. International Journal of Secondary Education, 3(2), 16–20. https://doi.org/10.11648/j.ijsedu.20150302.11

Ashbaugh

M. L.

(2012). Expert instructional designer voices: Leadership competencies critical to global practice and quality online learning designs [Paper presentation]. The 35th Annual Proceedings-AECT (pp. 3–19). https://files.eric.ed.gov/fulltext/ED546875.pdf

Astleitner

(2018). Multidimensional engagement in learning – An integrated instructional design approach. Journal of Instructional Research, 7, 6–32. https://files.eric.ed.gov/fulltext/EJ1188334.pdf https://doi.org/10.9743/JIR.2018.1

Bawa

Watson

(2017). The chameleon characteristics: A phenomenological study of instructional designer, faculty, and administrator perceptions of collaborative instructional design environments. The Qualitative Report, 22(9), 2334–2355. https://doi.org/10.46743/2160-3715/2017.2915

Bigatel

P. M.

Edel-Malizia

(2018). Using the “indicators of engaged learning online” framework to evaluate online course quality. TechTrends, 62(1), 58–70. https://doi.org/10.1007/s11528-017-0239-4

Bose

(2021). A learning design for deep learning for a distance teacher education programme. Journal of Learning for Development, 8(2), 269–282. https://files.eric.ed.gov/fulltext/EJ1314195.pdf https://doi.org/10.56059/jl4d.v8i2.477

10.

Buus

Georgsen

(2018). A learning design methodology for developing short learning programmes in further and continuing education. Journal of Interactive Media in Education, 1, 1–10. https://doi.org/10.5334/jime.469

11.

Conole

(2015). Designing effective MOOCs. Educational Media International, 52(4), 239–252. https://doi.org/10.1080/09523987.2015.1125989

12.

Crowe

LaPierre

Kebritchi

(2017). Knowledge based artificial augmentation intelligence technology: Next step in academic instructional tools for distance learning. TechTrends, 61(5), 494–506. https://doi.org/10.1007/s11528-017-0210-4

13.

DeVaughn

Stefaniak

(2020). An exploration of how learning design and educational technology programs prepare instructional designers to evaluate in practice. Educational Technology Research and Development, 68(6), 3299–3326. https://doi.org/10.1007/s11423-020-09823-z

14.

Drysdale

(2021). The story is in the structure: A multi-case study of instructional design teams. Online Learning, 25(3), 57–80. https://doi.org/10.24059/olj.v25i3.2877

15.

Entwistle

(2001). Styles of learning and approaches to studying in higher education. Kybernetes, 30(5/6), 593–603. https://doi.org/10.1108/03684920110391823

16.

Fiock

Meech

Yang

Long

Farmer

Hilliard

Koehler

A. A.

Cheng

(2022). Instructional design learners make sense of theory: A collaborative autoethnography. Educational Technology Research and Development, 70(1), 1–27. https://doi.org/10.1007/s11423-021-10075-8

17.

Gagné

R. M.

(1965). The analysis of instructional objectives for the design of instruction. In Glaser

(Ed.), Teaching machines and programmed learning, II: Data and directions (pp. 21–65). National Education Association. https://files.eric.ed.gov/fulltext/ED028638.pdf

18.

Garrett

J. J.

(2010). The elements of user experience: User-centered design for the Web (2nd ed.). New Riders.

19.

Gibbons

A. S.

Merrill

P. F.

Swan

Campbell

J. O.

Christensen

Insalaco

Wilcken

(2008). Reexamining the implied role of the designer. Quarterly Review of Distance Education, 9(2), 127.

20.

Glaser

(1962). Psychology and instructional technology. In Glaser

(Ed.), Training research and education (pp. 1–30). University of Pittsburgh Press.

21.

Gropper

G. L.

(2015). Inclusive instructional design: Creating a ‘learner’ version of instructional design that fosters active learner engagement. Educational Technology, 55(3), 3–13. https://www.jstor.org/stable/pdf/44430366.pdf

22.

Halupa

(2019). Differentiation of roles: Instructional designers and faculty in the creation of online courses. International Journal of Higher Education, 8(1), 55–68. https://files.eric.ed.gov/fulltext/EJ1203205.pdf https://doi.org/10.5430/ijhe.v8n1p55

23.

Haugsbakken

(2020). Five learning design principles to create active learning for engaging with research in a MOOC. European Journal of Open, Distance and E-Learning, 23(1), 32–45. https://doi.org/10.2478/eurodl-2020-0003

24.

Hoadley

Van Haneghan

J. P.

(2012). The learning sciences: Where they came from and what it means for instructional designers. In Reiser

R. A.

Dempsey

J. V.

(Eds.), Trends and issues in instructional design and technology (3rd ed., pp. 53–63). Pearson.

25.

Howles

(2023, June 8). From learning design to LXD: Let it emerge!. Conversations on learning design: Taking it to the next level. https://conversationsonlearningdesign.blogspot.com/2023/06/from-learning-design-to-lxd-let-it.html

26.

Januszewski

Molenda

(Eds.) (2008). Educational technology: A definition with commentary. Lawrence Erlbaum.

27.

Klein

J. D.

Kelly

W. Q.

(2018). Competencies for instructional designers: A view from employers. Performance Improvement Quarterly, 31(3), 225–247. https://doi.org/10.1002/piq.21257

28.

Koszalka

T. A.

Russ-Eft

D. F.

Reiser

(2013). Instructional designer competencies: The standards (4th ed.). IAP.

29.

Lau

Liem

A. D.

Nie

(2008). Task- and self-related pathways to deep learning: The mediating role of achievement goals, classroom attentiveness, and group participation. British Journal of Educational Psychology, 78(4), 639–662. https://doi.org/10.1348/000709907X270261

30.

Merrill

M. D.

(2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43–59. https://doi.org/10.1007/BF02505024

31.

Plaut

(2014, February 04). Elements of learning experience design. Boxes and Arrows. http://boxesandarrows.com/elements-of-learning-experience-design/

32.

Reiser

R. A.

(2001). A history of instructional design and technology: Part I: A history of instructional media. Educational Technology Research and Development, 49(1), 53–64. https://www.jstor.org/stable/30220299 https://doi.org/10.1007/BF02504506

33.

Shapers (2022). The origin of learning experience design. LXD.org. https://lxd.org/fundamentals-of-learning-experience-design/the-origin-of-learning-experience-design/

34.

Shearer

R. L.

Park

(2019). Theory to practice in instructional design. In Moore

M. G.

Diehl

W. C.

(Eds.), Handbook of distance education (4th ed., pp. 428–458). Routledge. https://books.apple.com/us/book/handbook-of-distance-education/id1569019761

35.

Sugar

Hoard

Brown

Daniels

(2012). Identifying multimedia production competencies and skills of instructional design and technology professionals: An analysis of recent job postings. Journal of Educational Technology Systems, 40(3), 227–249. https://doi.org/10.2190/ET.40.3.b

36.

Wagner

(2011). Essay: In search of the secret handshakes of ID. The Journal of Applied Instructional Design, 1(1), 33–37. https://jaid.edtechbooks.org/jaid_1_1

37.

Wang

Chen

Ritzhaupt

A. D.

Martin

(2021). Examining competencies for the instructional design professional: An exploratory job announcement analysis. International Journal of Training and Development, 25(2), 95–123. https://doi.org/10.1111/ijtd.12209

38.

Williams van Rooij

(2011). Instructional design and project management: Complementary or divergent? Educational Technology Research and Development, 59(1), 139–158. https://doi.org/10.1007/s11423-010-9176-z

39.

Yusop

Correia

A.-P.

(2014). On becoming a civic-minded instructional designer: An ethnographic study of an instructional design experience. British Journal of Educational Technology, 45(5), 782–792. https://doi.org/10.1111/bjet.12112

40.

Zhang

Carter

R. A.

Jr. Basham

J. D.

Yang

(2022). Integrating instructional designs of personalized learning through the lens of universal design for learning. Journal of Computer Assisted Learning, 38(6), 1639–1656. https://doi.org/10.1111/jcal.12725

Centering the Learner Within Instructional Design: The Evolution of Learning Design and the Emergence of Learning Experience Design (LXD) in Workforce Training and Development

Abstract

Keywords

Get full access to this article

References