Monica W. Tracey

A case study of a graduate design team tasked with creating an online training course illustrates a “moment of use” approach—designing to the specific situation of use. Although the team produced a meaningful deliverable, the client did not implement it; the paper analyzes why and discusses implications for preparing instructional designers.

Reports a semester‑long study of 31 graduate design students using empathic design on authentic nonprofit projects. While 75% of empathy instances reflected sensitivity to learners’ situations and 52% to learners’ thoughts/feelings, only a third of teams produced truly meaningful deliverables; the paper proposes a framework to bridge empathy, empathic design, and deliverable quality.

Evaluation of a six‑day NIH‑funded course (IBPRO) designed to foster collaborations among radiation oncologists, physicists, and radiobiologists. Surveying 240 participants over five cohorts, respondents attributed protocols, grant submissions/funding, manuscripts, and presentations to participation; most reported more collaborative clinical problem‑solving thereafter.

Design‑based research documenting three iterative cycles to support a higher‑education instructor new to blended learning. Mixed methods (interviews, observations, surveys) show that iterative analysis, design, and evaluation shifted instruction from passive to active approaches and increased student engagement, while identifying practical challenges and solutions.

Using protocol analysis of a design team and learner surveys, the study examines how instructional designers forecast learners’ cognitive and emotional experiences during a collaborative, web‑based case activity (Virtual Hospital). Designers envisioned interactions and learners’ feelings; results showed alignment between designers’ envisioned user experience and learners’ reported experiences.

Articulates a localized “moment‑of‑use” conception of context to guide design practice. By scaling context to what is needed in a specific situation, designers can better align actions of learners and designers; the paper traces the evolution of context in ID and offers applications and research implications.

Qualitative analysis of graduate design students’ reflections reveals how attitudes toward uncertainty influence design processes and identity. Students were more reflective about general uncertainty than current design uncertainty; narrated reflection emerges as a useful strategy for supporting identity development and design education.

Investigates reflective writing in an introductory graduate ID course as a means to cultivate designers’ professional identity. Most students produced meaningful reflections on concepts, experiences, and identity attributes, though improvement patterns over time were unclear; implications for prompts and feedback are discussed.

Reports developmental research to construct and internally validate an instructional design model integrating multiple intelligences. Through literature synthesis and a three‑round Delphi with ID experts, the study yields a revised Multiple Intelligences Design Model and a general approach for validating instructional design models.

Reports a Type 2 developmental research study to construct and internally validate an instructional design model that systematically incorporates Multiple Intelligences theory. Through literature synthesis, model drafting, and a three‑round Delphi review with ID experts, the study yields a revised, validated MI design model and a framework for internal validation of ID models.

Revisits the Clark–Kozma media debate in light of two decades of technological change. Argues that contemporary media—especially networked, interactive computing—enable instructional methods and learner experiences that do affect learning, reframing the question from if media matter to how they matter for learning outcomes.