Tools of the Trade: The Role of Perceptions and Context in Designing and Developing Instructional Learning Aids

Abstract

Design principles, theories and artifacts from instruction in many fields have been analyzed from various perspectives. Instructional learning aids (ILAs) such as workbooks and job aids are components of instructional packages that are often utilized, but not often considered in terms of their role in learners’ experience of instruction. We used a mixed methods approach to examine the effects of two types of ILAs for the design skill development of 11 graduate students over two sequential semesters. As designers, we depend on general principles, and may draw on principles from various frameworks to address particular design demands. But how do the unique aspects of content, context and learners’ perceptions influence the use and effectiveness of those tools we create? In this nine-month study we examined learners’ perceived utility and actual utilization of two distinct types of instructional aids designed for the sequenced instructional design courses. Learners’ utilization of these tools varied depending on the tools’ specific design elements, features of the contexts, and the match of intended use with learners’ perceptions—demonstrating that perception (not intent) drives use. These findings inform strategic reasoning and practice in the design of ILAs for both the academic and practitioner.