Lloyd P. Rieber

Introduces Q pedagogy—an instructional adaptation of Q methodology—for incorporating students’ subjective viewpoints into instructional design. After students complete a Q sort on a course topic, factor analysis reveals clusters of perspectives that then inform targeted follow‑up activities (e.g., small‑ and large‑group discussions). A fictional design story illustrates implementation details and how Q pedagogy can support empathy, reflection, and dialogue in class.

Q methodology uses a Q‑sort activity to study subjectivity, yet creating paper‑based Q sorts can be cumbersome for classroom use. This design case chronicles the multi‑year, iterative development of a prototype Q‑sort software tool intended to make Q‑inspired activities practical for instructors. The paper explains design goals, key iterations and features, and lessons learned for using Q sorts pedagogically to help individual students reflect on their views while revealing class‑level perspectives.

An important element of good design is empathy for the intended audience. This article introduces Q methodology as a systematic mixed‑methods approach for revealing distinct profiles of subjectivity within a group, complementing more common techniques such as Likert surveys and interviews. After outlining the historical and theoretical foundations of Q, the paper shows how designers in learning, design, and technology can use Q to identify clusters of viewpoints that inform and improve instructional design decisions. Examples and critiques of Q methodology are provided to illustrate its potential and limitations for design practice.

The paper argues that prevailing views equate accessibility mainly with technology‑centered accommodations (e.g., alternative media) and overlook its broader role in design. Drawing from special education, disability studies, and instructional technology, the authors conceptualize accessibility as a paradigm for all design activity and articulate four interrelated levels—social, physical, intellectual, and motivational—each with distinct barriers. The article traces historical roots (e.g., universal design and UDL), questions assumptions about disability, and proposes bridging UDL and instructional design to improve learning access for all learners.

A MOOC was designed to introduce statistics used in educational research. Using survey, quiz, and participation data across six offerings (N=5,079 enrollees), the study examines motivations for joining, participation behaviors, reasons for completion or non‑completion, and perceptions of quality and trade‑offs among access, cost, and quality. Results suggest that even highly structured, instructionist MOOCs can be flexible learning environments accommodating varied goals and needs.

This study used Q methodology to characterize faculty perceptions of innovation in teaching with technology within a research‑intensive college of education. Four distinct profiles emerged, three valuing technology’s role in teaching in nuanced ways and one more skeptical. Findings caution against assuming shared meanings for terms like “innovation” and offer implications for supporting faculty adaptation to rapidly changing instructional technologies.

Describes the design and implementation of the Studio curriculum in UGA’s Learning, Design, and Technology program. Grounded in constructionism, situated cognition, and self‑directed learning, the Studio emphasizes authentic design work, peer mentoring, and scaffolding to prepare professionals for multimedia instructional design and development. The paper articulates theory‑to‑practice connections and lessons learned from more than a decade of graduate‑level studio teaching.

With 52 college students learning Newton’s laws via an interactive simulation, the study crossed graphical vs. textual feedback with the presence vs. absence of brief multimedia explanations designed to promote referential processing. Both embedded explanations and graphical feedback significantly improved learners’ implicit and explicit understanding of target science principles, demonstrating how well‑timed explanation can offset limitations of unguided discovery in simulations.

Argues that the psychological and sociological value of play has been underutilized in instructional technology. Synthesizing research from education, psychology, and anthropology, the paper proposes designing hybrid learning environments that blend microworlds, simulations, and games to optimize structure and motivation without undermining exploration and ownership of knowledge. Play is presented as a powerful mediator for learning across the lifespan.