Neal Shambaugh

A Reflexive Model for Teaching Instructional Design

Although there are numerous models to practive instructional design (ID), few instructional models to teach instructional design have been documented. This article documents a five-year study of two instructors who collaborated on formally studying their teaching of a masters level instructional design course. A reflexive instructional approach was used, in which the teachers examined their teaching while students were being prompted to reflect on their learning of instructional design through a course-long ID project. In this article we summarize our views on learning, teaching, and instructional design. A design and development framework from developmental research (Richey & Nelson, 1996) was used to describe our teaching in terms of the design decisions, model implementation, and model evaluation across six deliveries of the ID course from 1994–1998.

Visual guidebooks: documenting a personal thinking language

Abstract A personal thinking language consists of verbal and visual means to transform ideas to action in social and work settings. This verbal and visual interaction of images and language is influenced by one’s personal history, cultural expectations and professional practices. The article first compares a personal thinking language to other languages (e.g. design, private languages), cites its benefits and identifies its features. The article describes how a visual guidebook can be used as an educational task to document a student’s personal thinking language. Recommendations for implementing a visual guidebook are provided for academic and professional settings.