CFP: Rethinking Multimedia Design for Learning (special issue of the Journal of Applied Instructional Design)

Journal of Applied Instructional Design (JAID): Special Issue 2022 Call for  Proposals Rethinking Multimedia Design for Learning 

Special Issue Editors  

Dr. Ahmed Lachheb, Learning Experience Designer, Center for Academic Innovation,  University of Michigan.

Dr. Rebecca M. Quintana, Associate Director, Learning Experience Design, Center for  Academic Innovation and Adjunct Lecturer, School of Education, University of Michigan.

Dr. Chris Quintana, Associate Professor, School of Education, University of Michigan.

Jacob Fortman, Learning Experience Designer and Graduate Certificate Coordinator, Center  for Academic Innovation, University of Michigan.

Email contact for the Special Issue Editors: JAID.multimedia@umich.edu

Introduction 

Multimedia design for learning has been a topic of research and a core professional function  in the instructional design profession since its inception. Much of the research on multimedia  design for learning has been grounded in work such as Mayer (2002) to provide theoretical  models about the cognitive processing of multimedia information and practical guidelines for  using multimedia in learning contexts. However, as technology and modes of instruction  evolve and substantially change over time, the landscape of multimedia research and design  for learning must keep pace with modalities that emerge from new technologies. For  example, Ainsworth (2018) noted that human learning is inherently multi-representational  and that new representational forms are being invented as new educational technologies are  advanced. Yet, most—if not all—well-established principles of multimedia learning are  rooted in empirical research bounded by historical contexts that are different from today’s  21st-century learning landscape, as Hinderliter (2022) and Moore (2021) aptly remarked.

With the rise of technologies such as immersive digital simulations (Lui & Slotta, 2014),  embedded phenomena (Moher, 2006), augmented and virtual reality (Lindgren et al., 2016),  and other forms of interactive media, what counts as “good multimedia design for learning” is  less certain. This calls for a continued inquiry by instructional design and learning sciences  communities to re-examine long-held principles and approaches to support multimedia  design for learning and adequately attend to the affordances and features of new kinds of  technology-enhanced learning environments.

Contributors to this special issue are invited to present their view on how instructional  designers, educators, and researchers should rethink multimedia design for learning in  diverse technological contexts, from an applied research and practice perspectives, through  one of the following topics (although, this list is not exhaustive):

• The challenges and opportunities in adhering to well-established theories and  guidelines of multimedia design for learning as they relate to new representational  forms and technology-enhanced learning environments
• Proposed theoretical revisions or expansions to existing multimedia learning theory  given the modalities and approaches supported by new technologies (e.g., haptic  interactions, grounded and embodied learning, collaboration and remote learning  platforms)
• Potential opportunities and limitations of emerging learning environments (e.g.,  augmented, mixed, and virtual reality) with respect to new types of affordances,  features, and modalities to support educational research and instructional design
• Multimedia design failures and/or successes, and the lessons learned from bounded  or situated design experiences
• Ethical, social, political, or economic considerations in the design of multimedia for  learning in 21st-century learning environments

Submissions from instructional design, learning sciences, and related fields that successfully  present scholarly work in K-12, higher education, and corporate training settings are  welcome. While there is some flexibility, submissions should be between 4,000 to 5,000  words in length (excluding references and appendices). We particularly welcome  submissions that are in line with the following types of submissions:

• Instructional Design Practice 

This is an applied journal serving a practicing community. Our focus is on what  practitioners are doing in authentic contexts and their observed results. These  articles cover topics of broad concern to instructional design practitioners. The  articles should represent issues of practical importance to working designers.

• Research Studies on Applied Instructional Design 

JAID is interested in publishing empirical studies exploring the application of  instructional design principles in applied settings. Quantitative and qualitative studies are welcome.

• Instructional Design/Performance Design Position Papers 

JAID also accepts position papers that attempt to bridge theory and

practice. Examples may include conceptual frameworks and new ideas facing the  instructional design community. The paper must also provide enough information to  allow the replication of the innovation or continuation of the research in other  settings. Position papers must be based in the context of a theoretical framework. Efficacy data is strongly preferred, but not always required, contingent upon the  potential generalizability or value of the innovation.

Important Dates 

*Authors may contact the editorial team (JAID.multimedia@umich.edu) to discuss relevance  and fit prior to submitting their proposals.

Submission Process 

If invited to submit a full manuscript, please prepare submissions according to the JAID  guidelines: https://www.jaid.pub/call

The Journal of Applied Instructional Design (JAID) is a peer-reviewed journal sponsored by  the Association for Educational Communications and Technology (AECT).