Association for Educational Communications and Technology (AECT)
Association for Educational Communications and Technology (AECT)
College of Design, University of Minnesota
Mertie Buckman Professor of Design Education, University of Minnesota
President, Association for Educational Communications and Technology (AECT)
Associate Dean for Research and Outreach, College of Design, University of Minnesota
Brad Hokanson is a Professor of Graphic Design at the University of Minnesota’s College of Design and serves as Design Graduate Program Director. His scholarship centers on creativity, creative problem solving, and instructional/learning design. He has taught a long-running Creative Problem Solving course (including large‑scale MOOCs), and previously served as Associate Dean for Research and Outreach in the College of Design. Hokanson holds degrees in Art (Carleton College), Architecture (University of Minnesota), Urban Design (Harvard University), and a Ph.D. in Instructional Technology (University of Minnesota). He was President of the Association for Educational Communications and Technology (AECT) in 2016–2017 and later served as Interim President in 2020.
A design perspective for instructional design that highlights distinct designer roles—artist, architect, engineer, and craftsperson—to spur innovation and creativity in design processes and outcomes.
A conceptual model overlaying stages of creative thinking on iterative instructional design processes (e.g., ADDIE), proposing that routine design tasks trigger looping mental excursions that create opportunities for creativity.
Thinking Skills and Creativity • Journal
Using the Torrance Tests of Creative Thinking (TTCT) Figural Form A with 1,744 Minnesota students (8th and 11th grades), the study examined gender differences on TTCT subtests. One‑way ANOVAs indicated females outperformed males on most subtests at both grade levels, with exceptions (e.g., no significant differences for 8th‑grade fluency; no differences for 11th‑grade fluency and originality). Educational implications and directions for future research are discussed.
Clothing and Textiles Research Journal • Journal
This longitudinal study examined short‑ and long‑term effects of an undergraduate creative problem‑solving course on students’ creativity using TTCT measures. With 45 retail merchandising majors, results showed significant gains in divergent thinking following course participation and evidence of sustained effects over time, supporting the value of structured creativity training within the curriculum.
Educational Technology Research and Development • Journal
This article proposes the Design/Creativity Loops (DCL) model connecting creativity with instructional design practice. It conceptualizes iterative problem‑solving cycles that include stages of creative thinking overlaid on ADDIE, arguing that routine design tasks trigger mental excursions that afford creative opportunities. The paper situates the model in relevant literature and discusses implications for design processes and the preparation of instructional designers.
Computers in Human Behavior • Journal
Despite a history of only marginal gains from educational technology, many organizations continue to invest in computers. This paper examines critiques of computer use in education, considers historical responses to technological trends in schools, and relates instructional approaches to expected outcomes. Two approaches—representational and generative—are described to identify ways computers can function as cognitive media that support higher quality instruction and learning.
Springer • Book
Edited volume integrating transdisciplinary perspectives on Learning Experience Design (LXD), with forward‑looking methodologies, case studies, and trends that explore the future evolution of LXD across education and allied domains.
Springer Nature Switzerland AG • Book
This edited book advances formative design for learning—bringing together design thinking, growth mindset, and community to reimagine learning experiences. Chapters span theory, research, and practical exemplars to inform educators and designers working toward more responsive, developmental learning environments.
Springer Nature Switzerland AG • Book
An edited collection centering inclusive learning design. Contributors examine social justice, equity, and community perspectives in learning experience design (LXD), presenting strategies, cases, and frameworks for designing more just learning environments.
Springer • Book
This volume explores learning through an interdisciplinary lens—spanning design, engagement, and definitions of learning. It connects concepts from design and educational technology to emergent practices such as MOOCs and ubiquitous learning, with cases and theoretical chapters for researchers and practitioners.
Routledge (Taylor & Francis) • Book
Textbook for learners and instructors designed to demonstrably increase creative thinking ability, emphasizing divergent thinking. Organized as a semester‑long progression, the book combines concepts, exercises, and habits to stretch cognitive flexibility and creativity in individual and collaborative contexts.
New Ecology for Education — Communication X Learning (Springer) • Chapter
Springer (Educational Communications and Technology Series) • Book
Edited volume exploring a shift from educational design to learning design, emphasizing learner‑centered, ubiquitous, and inclusive experiences. Case studies examine pedagogy, collaboration, mastery learning, ubiquitous/STE(A)M approaches, virtual service learning, and other directions that model future‑oriented learning design.
Educational Technology • Journal
This article argues that questions function as educational technology: when systematically structured and used, they shape learning and skill development. It reviews common classroom questioning practices, more complex strategies that engage learners, and applications in online and computer‑based settings, culminating in a research‑informed taxonomy to guide effective question use.
Springer • Book
Edited volume that foregrounds design thinking, design processes, and studio‑based approaches as foundations for educational technology. Contributions explore methods and cases that extend instructional design toward richer learning experiences across contexts.
Educational Technology • Journal