The University of the West Indies

Open Campus

Faculty of Humanities and Education

EDID6503-Instructional Design, Models and Strategies

Assignment #2-Wikipedia Article

Course Coordinator: Dr. Laura Gray

Kwame Edwards ID # 03601544

Due Date: 6th October, 2018

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 Contents
THE INTEGRATIVE LEARNING DESIGN FRAMEWORK MODEL (IDLF) ......................... 3
THE ILDF PROCESS..................................................................................................................... 3
EDUCATION AND ACADEMIC CAREER OF THE INVENTORS .......................................... 4
THE INTEGRATED LEARNING DESIGN FRAMEWORK FOR ONLINE LEARNING ........ 6
The informed exploration phase ..................................................................................................... 8
Enactment ....................................................................................................................................... 8
Evaluation Local Impact ................................................................................................................. 9
Evaluation or reflection................................................................................................................... 9
A list of related publications is provided and cited properly ........................................................ 10
My Reflection ............................................................................................................................... 12

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The integrative learning design framework model (IDLF)

The ILDF model is a systematic, constructivist-based approach used to assist with online

learning design. It gathers and considers the views of all stakeholders in the design, development

and implementation process. Bannan (2013) states that this model is a scientific method of design

research which seeks to describe, compare, evaluate, explain or predict outcomes in education

research. Bannan (2005) stated that the basic aim of this research is to search for understanding and

then contribute to a body of knowledge about that understanding.

THE ILDF PROCESS

Figure 1: Questions and methods for design research by The Integrative Learning Design Framework (2013, pp 16)
https://www.academia.edu/7596253/The_Integrative_Learning_Design
_Framework_An_Illustrated_Example_from_the_Domain_of_Instructional_Technology?auto=download

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Education and academic career of the inventors

The Integrated learning design framework has been pioneered by two persons, Dr. Brenda

Bannan-Ritland and Dr. Nada Dabbagh. Both of these researchers are professors at George Mason

University.

George Mason University Retrieved October 3rd https://cehd.gmu.edu/people/faculty/bbannan/

Dr. Brenda Bannan-Ritland is an Associate Professor in the Instructional

Technology/Learning Technologies Design Research programs at George Mason University. Her

research interests primarily revolve around the articulation of integrated design and research

processes in learning technology design and development. She is the author of numerous articles

and chapters in edited books on the emerging method of design research in education, which

encapsulates areas such as mobile learning, augmented reality, inquiry-based instruction, language

learning and cognition, motivation and special education. She also serves on review and editorial

boards of various academic journals, such as the ‘International Journal of Mobile and Blended

Learning’, ‘Educational Technology Review and Development’ and ‘The Journal of the Learning

Sciences and the British Journal of Educational Technology’ among others. Bannan, B., &

University, C. (2018)

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 George Mason University Retrieved October 3rd 2018 https://cehd.gmu.edu/people/faculty/ndabbagh/

Dr. Nada Dabbagh is Professor and Director of the Division of Learning Technologies in the

College of Education and Human Development at George Mason University. She holds a Ph.D. in

Instructional Systems Design from The Pennsylvania State University and a Masters of Science in

Math Methodology and Operations Research from Columbia University. Dr. Dabbagh teaches

graduate courses in instructional design, e-learning pedagogy, and cognition and technology in

the Instruction Design and Technology and the Learning Design Research programs. In 2003, Dr.

Dabbagh received the George Mason University Teaching Excellence award, the university’s highest

recognition for faculty members who demonstrate exceptional skill in and commitment to their

teaching and learning practice.

Dr. Dabbagh‛s research focuses on the pedagogical ecology of technology mediated learning

environments, with the goal of understanding the social and cognitive affordances of learning

systems design. Specific research interests include online learning, personal learning environments

(PLEs), problem-based learning, supporting self-regulated learning in online and blended learning

and leveraging social media for personalized learning experiences. Dabbagh, N., & University, C.

(2018).

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 The integrated learning design framework for online learning

The Integrated Learning Design Framework for online learning, is a methodical and iterative

process that seeks to gather information through a complex process that continuously checks and

compares questions and answers, until an appropriate solution or answer to a problem is found

(Dabbagh & Bannan-Ritland, 2005). Bannan (2003 pp.13) further extends this and defines it as a

system that provides a “comprehensive and flexible framework that positions design research as a

socially constructed contextualized process for producing educationally effective interactions with a

high level of being used in the real world.”

Within modern educational developments, one system that seeks to facilitate comprehensive

integrated learning - with an effective design framework - is the Integrated Learning Design

Framework. To understand what it is, requires an understand of research design. Research Design

as defined by Wang and Hannafin (2005 pp.6–7) is ‘‘a systematic, but flexible methodology aimed

to improve educational practices through iterative analysis, design, development, and

implementation, based on collaboration among researchers and practitioners in real world settings,

and leading to contextually-sensitive design principles and theories’’ ILDF is a very complex

process that seeks to constantly assess learning, as it also constructs an effective infrastructure, using

technology such as software and other devices. The ILDF has evolved and continues to draw on the

history of instructional design. One such model was that of Dick and Corey (1990), as well as the

established education research methodologies (Issac Melchl 1990). ILDF combines the creativity of

design communities, which appropriately adheres to standards of quantitative and qualitative

research methods in education.

ILDF has been formulated due to the attempt to merge existing research design processes

with iterative processes. This involves the processes from the individual domain, social science,

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behavioral science and communication. These steps show a process to incorporate a more rigorous

attempt at research based cycles within a technological based system. Vanderhoven, Schellens,

Vanderlinde and Valcke1(2015, p. 462), summarize the findings of Reeves (2006) by stating that a

design-based approach involves four sequential steps:

1. Analysis of practical problems

2. Development of solutions based on existing knowledge,

3. Evaluation research of the solutions in practice, and

4. Reflection on the produced design principles

IDFL is different from the traditional instructional design as outlined by Reeves (2006), because

of its iterative cycles, which are actually micro cycles of research. That is, it is repeated, providing

authenticity of the process. It reveals a more comprehensive, qualitative, and quantitative research

than formative evaluation cycles.

Bannan (2013) postulated that there is one point to note, that is, that learning can result in the

context and activity of design, such that information which is gathered through the instructional

design process may reveal information about participants, context and culture. Significant portions

of this data is never used, is often discarded or is not used in a way that could be useful for others.

Bannan (2013) further states that the interconnectedness of the ISDL research cycles, can generate

knowledge about design principles and also provide rich information on various aspects of learning

cognition, expert and novice perspectives.

The core benefits are the rich, complex design process may offer multiple opportunities to

generate research-based knowledge much of it is lost and not documented. The challenge is to

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systematically gather, analyze, repot and coordinate this information that validate the research

process.

The IDLF is comprised of four stages, as outlined by Dabbagh & Bannan-Ritland, (2005):

1. Informed Exploration

2. Enactment

3. Evaluation Local Impact

4. Evaluation Broader Impact

The informed exploration phase

Bannan (2013) postulates that this phase examines the setting within which the learning

activity online would be designed and implemented. It can be a highly complex process as it

consists of many mini cycles of review and constant assessment. Thus information is gathered

through interviews, questionnaire, surveys, focus groups and expert reviews. The intent is to gather

as much credible information, to assess and to help make valid decisions that are informed about

social, organizational and cultural factors. This helps to identify teaching and learning challenges

and with the guidance of literature provided, the best pedagogical frame work to learning.

Enactment

This phase is informed by the previous stage of gathering information. With everything that

is gathered, a determination is made about which online tools or any other tools would be most

appropriate for teaching and learning. Bannan (2003) noted that this stage is really about providing

the structure that would support the teaching and learning challenges. The design of what will be

offered begins. As this happens, there is the constant cycle of iterative analysis and review to ensure

that what is be done reflect and specifically caters to the needs of the learners.

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Evaluation Local Impact

This is a multi-tiered, multi-method evaluation scheme that generates useful knowledge and

subsequent results from each stage of inquiry. Bannan (2013) noted that the data is assessed for the

research design as well as system design. What this basically does, is to assess if the designed

prototype or intervention is user friendly and doing what is was intended or created to do. This is the

formative testing stage, that helps to determine the what extent are the strengths and weaknesses

working or how effective is the intervention. It could be evaluated through, expert reviews, one-on-

one with colleagues or with a small group of students.

Evaluation or reflection

Bannan (2013) stated that this is the last phase of the design-based research effort, involves

disseminating information into the broad educational system that is how probable is it to use this

prototype in other learning centered settings. There is that reflective process of critically analyzing

every experience, the prototypes, models and any lesson learnt.

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A list of related publications

List of Publications retrieved from George Mason University https://cehd.gmu.edu/people/faculty/bbannan/ October 3rd 2018

Bannan, B., Cook, J. & Pachler, N. (in press). Reconceptualizing design research in the age of
mobile learning. Interactive Learning Enviroments.

Bannan, B., (in press). Analyzing context for mobile augmented reality prototypes in education:
promoting design research with graduate students. In J. Traxler and A. Kukulska-Hulme
(Eds.) Mobile Learning: The Next Generation.

Martínez-Álvarez, P. & Bannan, B. (2013). An exploration of hybrid spaces for place-based

geomorphology with latino bilingual children. Journal of Geoscience Education

Martínez-Álvarez, P., Bannan, B. and Peters-Burton, E.E. (2013). Effects of strategy instruction on
fourth grade dual language learners’ ability to monitor their comprehension of scientific
texts. Bilingual Research Journal 35(3), 331-349.

Bannan, B. (2013). GO Inquire – Geological Observational Inquiry: Cycles of Design research in

inquiry-based geological reasoning. In T. Plomp & N. Nieveen (Eds.), Educational Design
Research: Introduction and Illustrative Cases. Enschede, Netherlands; SLO Netherlands
Institute for Curriculum Development, 2ndEdition.

Evmenova, A. & Bannan, B. (2013). ACTIV - Adapted Captioning through Interactive Video:
Cycles of Design Research. In T. Plomp & N. Nieveen (Eds.), Educational Design Research:
Introduction and Illustrative Cases. Enschede, Netherlands; SLO Netherlands Institute for
Curriculum Development, 2nd Edition

Martínez-Álvarez, P., & Bannan, B. (2013). Blending practices: DBR and CALL to enrich emergent
bilingual learners’ concept and language development. Computer Assisted Language
Instruction Consortium (CALICO), Volume 11 pp. 127-156

Bannan, B. (2012). Design research and twice exceptional children: Toward an integration of
motivation, emotion and cognition factors for a technology-based intervention. In Dai, D.Y.
(Ed.), Design Research on Learning and Thinking in Education Settings: Enhancing
Intellectual Growth and Functioning. Mahwah, N.J.; Lawrence Erlbaum Associates.

Martinez, P., Bannan, B. & Kisantas, A. (2012). Bilingual students ideas and conceptual change
about slow geomorphological changes caused by water. Journal of Geoscience Education 60,
54-66.

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List of Publications retrieved from George Mason University https://cehd.gmu.edu/people/faculty/ndabbagh/October 3rd 2018

Dabbagh, N., Howland, J., & Marra, R. (2019). Meaningful online learning: Integrating strategies,
activities, and learning technologies for effective designs. New York, N.Y.: Routledge.

Moallem, M., Woei, H., & Dabbagh, N. (Eds.) (in press). Wiley handbook of problem-based
learning. Expected publication date, January 2019.

Dabbagh, N., Benson, A., Denham, A., Joseph, R., Zgheib, G., Al-Freih, M., Fake, H., & Guo, Z.
(2016). Learning technologies and globalization: Pedagogical frameworks and
applications. SpringerBriefs in Educational Communications and Technology. Cham,
Switzerland: Springer.

Kitsantas, A., & Dabbagh, N. (2010). Learning to learn with Integrative Learning Technologies
(ILT): A practical guide for academic success. Greenwich, CT: Information Age Publishing.

Dabbagh, N. & Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and application.
Upper Saddle River, NJ: Prentice Hall.

Dabbagh, N., & Kitsantas, A. (2018). Fostering self-regulated learning with digital technologies. In
R. Zheng (Ed.), Strategies for deep learning with digital technology: Theories and practices
in education (pp. 51-69). Hauppauge NY: NOVA Science Publishers.

Dabbagh, N., Fake, H., & Zhang, Z. (2018). Student perspectives of the value and effectiveness of
technology use for learning in higher education. The Iberoamerican Review of Digital
Education (RIED).

Dabbagh, N., & Fake, H. (2017). College students’ perceptions of Personal Learning Environments
(PLEs) through the lens of digital tools, processes, and spaces. Journal of New Approaches
in Educational Research, 6(1), 28-36. Available
from https://naerjournal.ua.es/article/view/v6n1-4

Dabbagh, N., & Fake, H. (2016). Tech Select decision aide: A mobile application to facilitate just-
in-time decision support for instructional designers. TechTrends. DOI:10.1007/s11528-016-
0152-2 Available from http://link.springer.com/article/10.1007/s11528-016-0152-
2?wt_mc=Internal.Event.1.SEM.ArticleAuthorOnlineFirst

Dabbagh, N. (2015). Personal Learning Environments. In M.J. Spector (Ed.), The SAGE
encyclopedia of educational technology (pp. 572-575). Thousand Oaks, CA: Sage
Publications.

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My reflection

In reviewing this exercise, I realized that there was a limited amount of information and

research on the subject that could be found online. One of the pioneers Bannan (2013) made

mention that “modern text books on research methodology usually does not present and discuss

research design, probably due to its new and emerging status.” It was therefore challenging to

compile information on Integrative Learning Design Framework for Online earning. However, I can

say that it has been a rewarding and fulfilling exercise.

What did I learn?

On the surface it may appear to be a simple topic as it could be seen from some simple

diagrams that were available online, however as more time was spent reading and investigating. I

soon realized that it is probably one of the most complex research models there is. It has many loops

or iterative cycle and a constant feedback setup. The ILDF was born out of design research.

How Specifically did I learn it?

By researching this topic, I have been able to learn in greater detail what are some of the

issues that go into having a successful online programme; why it is of paramount importance to have

a scientific research process which seeks to question every detail of any design process and to

tabulate results continually. This process of ISLD has many parts which constantly seek to find

improvement and note the effective and valid result which can be observed.

Why Does this matter or why is it significant?

This matters to me because, as I venture in to creating instructional design plans or

programmes, I have a better understanding of why it is important to be scientific with my planning

and researching. As Bannan (2005) noted that the basic aim of research is to search for

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understanding and then contribute to a body of knowledge about that understanding. I believe that

this will assist me greatly.

In what ways will I use this learning to improve myself?

I believe I can use this process to assist me with my next assignment which requires the

creation of a model of research for instructional design.

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 References

Bannan, B. (October 5th 2018) The Integrative Learning Design Framework. SLO Netherlands
Institute for Curriculum Development. thttps://www.researchgate.net/profile
/Brenda_Bannan/publication/263733328

Bannan, B., & University, C. (2018). Bannan, Brenda | College of Education and Human
Development. Retrieved from https://cehd.gmu.edu/people/faculty/bbannan/

Bannan-Ritland, B. (2003). The Role of Design in Research: The Integrative Learning Design
Framework. Educational Researcher, 32(1), 21-24. doi: 10.3102/0013189x032001021

Dabbagh, N., & University, C. (2018). Dabbagh, Nada | College of Education and Human
Development. Retrieved from https://cehd.gmu.edu/people/faculty/ndabbagh/

Dick, W., & Carey, L. (1990). The systematic design of instruction. Glenview, IL: Scott,
Foresman/Little.

George Mason University (October 3rd 2018) Dr. Brenda Bannan Digital Image retrieved from
https://cehd.gmu.edu/people/faculty/bbannan/

George Mason University (October 3rd 2018) Dr. Nada Dabbagh Digital Image retrieved from
https://cehd.gmu.edu/people/faculty/ndabbagh/
in education and the behavioral sciences. San Diego, CA: EdITs publishers.

Isaac, S., & Michael, W.B. (1990). Handbook in research and evaluation: A collection of
principles, methods and strategies useful in the planning, design and evaluation of studies

Reeves, T. C. (2006). Design research from a technology perspective. In J. V. den Akker, K.

Gravemeijer, S. McKenney, & N. Nieveen (Eds.), Educational design research (pp. 52–66).
London: Routledge.

Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning
environments. Educational Technology Research and Development, 53(4), 5–23.

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