The future of Instructional Design, Volume 6, No. 4, December, 2019

2018-12-28

Call For Papers: The future of Instructional Design, Volume 6, No. 4, December, 2019

Editors: Marcela Georgina Gómez Zermeño, Tecnológico de Monterrey (Mexico) and Lorena Alemán de la Garza, Tecnológico de Monterrey (Mexico)

For more than 50 years, instructional designers have worked to develop materials and strategies to teach people, using principles derived from theory and research. In recent years the integration of Information and Communication Technologies in education has made it necessary to change instructional design according to the new requirements for the field (Baltodano & Gómez Zermeño, 2017). Nevertheless, instructional designers have a major challenge, because they must develop courses that allow students to interact with materials, to understand the course design, and to take advantage of this design to finish the course successfully (Costley & Lange, 2017). However, such objectives have not been easy to achieve. For that reason, an issue that analyzes aspects that improve the achievement of educational goals and gives orientation for a correct application of instructional design models is crucial to know how to improve this field (Alemán, et al., 2015).

This issue of Global Education Review will explore new ways to increase students’ motivation and engagement, new models that emerge from teachers’ experience according to the needs that they face in their professional role, and some useful abilities that instructional designers need to improve their skills. This issue will give special attention to research related to instructional design and technology, and elements that are pushing the new trends.

Topics of interest include, but are not limited to, the following:

  • New models emerging from the use of technology in education
  • Skills of the instructional designers in the 21st century
  • Traditional models and their adaptation to the new environments
  • Instructional designers’ training programs
  • Differences between theory and practice in the implementation of instructional design
  • Succesful practices in several educational levels
  • Ways that students’ needs push new trends in instructional design

Please send an abstract of no more than 250 words in length with at least ten literature sources along with contact information for all authors to marcela.gomez@itesm.mx by February 28, 2019. Abstracts will be reviewed for fit to the special issue’s theme. You will be informed if the manuscript is invited for review by March 31, 2019. Full manuscripts are due by June 30, 2019. 

Authors of articles invited for review are required to participate in a blind review of two articles submitted for publication in the same issue.

 

References

Alemán, L. Y., Sancho-Vinuesa, T., & Gómez Zermeño, M. G. (2015). Indicators of pedagogical quality for the design of a Massive Open Online Course for teacher training. RUSC. Universities and Knowledge Society Journal, 12(1). pp. 104-118. doi http://dx.doi.org/10.7238/rusc.v12i1.2260

Baltodano, M, Gomez-Zermeño, M . (2017). Pedagogical, Curricular and Didactic Elements Involved in the Creation o an E-Learning Environment: The Case of a Costa Rican University. Turkish Online Journal of Distance Education, 18(4), 104-119. DOI: 10.17718/tojde.340396

Costley, J. & Lange, C. (2017). The Mediating Effects of Germane Cognitive Load on the Relationship Between Instructional Design and Students' Future Behavioral Intention. Electronic Journal Of E-Learning, 15(2), 174-187.