Coaching, Design Thinking, experiential learning, Instructional Design, Instructional Design Models
This case study describes a combined graduate and undergraduate instructional design studio that introduced undergraduate students to instructional design in a multifaceted, holistic, and applied way. Reviewing the experience of the undergraduates in the course, this design case describes four learning interventions used to create this applied experience: (1) instructional design team projects—one non-profit and the other in higher education, (2) weekly seminars and biweekly training sessions from field experts, (3) an experiential out-of-state trip, and (4) weekly reflection journals. These studio-based learning interventions are presented within the context of the Experiential Learning Theory and Model-Centered Instruction. Overall, the course introduced the undergraduate students to the field of instructional design in an applied and experiential format.
Original Publication Citation
Zundell, R. S., Sowards, W., Howell, S. L., & McDonald, J. K. (2022). Introducing undergraduates to instructional design in a graduate studio: An experiential model-centered approach. Journal of Applied Instructional Design, 11(3). https://edtechbooks.org/jaid_11_3/introducing_undergra
BYU ScholarsArchive Citation
Zundell, Rebecca Stull; Sowards, William; Howell, Scott L.; and McDonald, Jason K., "Introducing Undergraduates to Instructional Design in a Graduate Studio: An Experiential, Model-Centered Approach" (2022). Faculty Publications. 6299.
Ed Tech Books
David O. McKay School of Education
Instructional Psychology and Technology
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