Dr. Jonathon Isham
Instructional Designer | Teacher | Musician
Publications
Collective efficacy in instructional design: A place to start
Collective efficacy is a stronger predictive factor in school success than race, gender mix or socio-economic status of students (Goddard et al., 2004); yet instructional design research is silent on the application of collective efficacy principles to instructional design processes. This research creates a connection between collective efficacy and instruction design through the development of a list of collective efficacy antecedents that were applicable to instructional design processes. Through a Delphi research methodology utilizing experts from instructional design and collective efficacy fields, twelve collective efficacy antecedents were found to be applicable to instructional design processes. These twelve antecedents were organized into three categories according to the level at which they are applicable to instructional design: Leadership/Interface, Group/Team, and Personal/Learner.
See resultant 'Design Considerations' list here.
See full dissertation here.
Critique of Nasje's Instructional Design Content
(unpublished)
Written at the request of the Adult Education content editor for the National Association of State Judicial Educators (NASJE) as a critique of the content in the instructional design resources provided to new judicial educators and those who are in courses that use the curriculum. NASJE curriculum is learner-focused, using Kolb’s learning styles theory as the basis for much of the design and development methodology used in the courts. In this article, I advocate for a balanced approach that considers both the learner and the task in the instructional design process.
When the adult learning content manager presented the article for publication, the oversight board deemed the content a bit too controversial for publication, as the development of the curriculum in question had only been developed about a year prior to the composition of this article.