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Craig D Howard

International Christian University, Education and Psychology, Faculty Member

University of Tennessee Knoxville, Educational Psychology & Counseling, Faculty Member

Indiana University, Instructional Systems Technology, Alumnus

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I research CMC configurations for learning, and how we do research in instructional design. I teach in the department of Education and Psychology at ICU in Mitaka, Tokyo. I graduated in 2012 with a PhD in Instructional Systems Technology from Indiana University Bloomington, and hold an MA in TESOL from Columbia University Teachers College.

I have a website where there is a little more content than I have uploaded here: craigdennishoward.com. Drop me an email at cdh{at mark}alumni.iu.edu.
Supervisors: Susan Herring, Elizabeth Boling, Ted Frick, and Noriko Hara

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Papers by Craig D Howard

Creating video-annotated discussions: An asynchronous alternative

International journal of designs for learning, Aug 18, 2010

Normative Concerns, Avoided

Historical Instructional Design Cases

Higher order thinking in design reviews

ADDIE: Perspectives in Transition

Educational Technology archive, 2011

The App Farm: Engaging Design Process as a Means for French Learning

International journal of designs for learning, Nov 30, 2016

Instructional Design Cases and Why We Need Them

Educational Technology archive, 2012

ABSTRACT The field of instructional design does not collect and share actual completed instructio... more ABSTRACT The field of instructional design does not collect and share actual completed instructional designs and designers&amp;#39; reflections on the creation of those designs as an integral, widespread aspect of our practice. This article defines the instructional design case as a means of knowledge building. It lays out the components of instructional design cases, their purpose and importance to the field, and contrasts the design case with other forms of knowledge building in instructional design. Can You Name Influential Designs and Designers? Can you name a famous instructional designer? When asked to name an instructional designer (ID) that they admire, some IDs name academics or theorists. Some name an ID they know personally or have worked with. If you can name five instructional designers whose work you know but whom you do not know personally, you are an anomaly among IDs (Bichelmeyer, B., personal communication, 2011). and the assistant editor of the International Journal of Designs for Learning (IJDL). Elizabeth Boling is Professor

Setting the Cases in Historical Context

Introduction to the Student Design Case SLAM

International journal of designs for learning, Nov 8, 2017

Designerly Talk in Non-Pedagogical Social Spaces

Journal of Learning Design, Mar 10, 2014

Designing Competitive Discussions for Equity and Inclusion

International journal of designs for learning, May 10, 2019

An Industry Liaison for Graduate Learning in Instructional Design

TechTrends, Dec 4, 2019

Introduction to the Special Issue on Historic Design Cases

International journal of designs for learning, Nov 3, 2014

F153-D&D Disseminating Design Knowledge: Issues in Developing the Design Case

Learners’ Strategies for Interpreting Instructional Images

Reflection on Designerly Talk in Non-Pedagogical Social Spaces

Journal of Learning Design, Dec 1, 2015

Applications of MAPSAT in Educational Research: Map & Analyze Patterns & Structures Across Time

How do we Percieve Design Character in Educational Technology

Research methods for design knowledge: clarifying definitions, characteristics, and areas of confusion

Educational technology research and development

In the field of educational technology and instructional design, research methods are emerging th... more In the field of educational technology and instructional design, research methods are emerging that aim to curate different forms of knowledge and insights beyond traditional research studies, or what Reigeluth and An (in Reigeluth and Carr-Chellman (eds) Instructional-design theories and models: Building a common knowledge base, Lawrence Erlbaum Associates, Mahwah, 2009) refer to as &quot;research to prove.&quot; As a result of evolving efforts in this area, editors of research journals in the field are receiving increased submissions employing these methods but have detected some persistent confusion among authors surrounding them. This has resulted in authors submitting articles with muddled methodologies and to outlets that may not be a fit for the work an author seeks to share. It can even be unclear whether authors intentionally employed a specific design-related method prior to reporting. In this piece, we will cover four methods-instructional design cases, case studies, design-based research, and formative evaluation of designs/products-to provide clarity for both graduate students and researchers. For each of these, we will provide definitions, discuss exemplars and features of exemplars, summarize key features that should be present in such a study and its reporting, and provide guidance on front-end intentional design and planning for research studies that employ these methodologies. Additional clarity on these methods can better support scholars and emerging scholars in their roles as researchers, authors, and reviewers.

L2 (Im)Politeness in the Synchronous Chat of Elementary School Learners

Teaching english with technology, 2017

Participation in interactive games, especially those in immersive environments, is often employed... more Participation in interactive games, especially those in immersive environments, is often employed in learning contexts to stochastically develop L2 learners’ language ability. However, typical measures of language ability often do not reflect pragmatic competencies. This study juxtaposes two elementary school ESL learners’ language ability, and facility with the media, with their politeness measures. Data was collected from out-of-school gameplay chat in a virtual environment designed for elementary school learners. Results suggest learners can express pragmatic miscues to interlocutors in the lean media of synchronous chat.

Creating video-annotated discussions: An asynchronous alternative

International journal of designs for learning, Aug 18, 2010

Normative Concerns, Avoided

Historical Instructional Design Cases

Higher order thinking in design reviews

ADDIE: Perspectives in Transition

Educational Technology archive, 2011

The App Farm: Engaging Design Process as a Means for French Learning

International journal of designs for learning, Nov 30, 2016

Instructional Design Cases and Why We Need Them

Educational Technology archive, 2012

ABSTRACT The field of instructional design does not collect and share actual completed instructio... more ABSTRACT The field of instructional design does not collect and share actual completed instructional designs and designers&amp;#39; reflections on the creation of those designs as an integral, widespread aspect of our practice. This article defines the instructional design case as a means of knowledge building. It lays out the components of instructional design cases, their purpose and importance to the field, and contrasts the design case with other forms of knowledge building in instructional design. Can You Name Influential Designs and Designers? Can you name a famous instructional designer? When asked to name an instructional designer (ID) that they admire, some IDs name academics or theorists. Some name an ID they know personally or have worked with. If you can name five instructional designers whose work you know but whom you do not know personally, you are an anomaly among IDs (Bichelmeyer, B., personal communication, 2011). and the assistant editor of the International Journal of Designs for Learning (IJDL). Elizabeth Boling is Professor

Setting the Cases in Historical Context

Introduction to the Student Design Case SLAM

International journal of designs for learning, Nov 8, 2017

Designerly Talk in Non-Pedagogical Social Spaces

Journal of Learning Design, Mar 10, 2014

Designing Competitive Discussions for Equity and Inclusion

International journal of designs for learning, May 10, 2019

An Industry Liaison for Graduate Learning in Instructional Design

TechTrends, Dec 4, 2019

Introduction to the Special Issue on Historic Design Cases

International journal of designs for learning, Nov 3, 2014

F153-D&D Disseminating Design Knowledge: Issues in Developing the Design Case

Learners’ Strategies for Interpreting Instructional Images

Reflection on Designerly Talk in Non-Pedagogical Social Spaces

Journal of Learning Design, Dec 1, 2015

Applications of MAPSAT in Educational Research: Map & Analyze Patterns & Structures Across Time

How do we Percieve Design Character in Educational Technology

Research methods for design knowledge: clarifying definitions, characteristics, and areas of confusion

Educational technology research and development

In the field of educational technology and instructional design, research methods are emerging th... more In the field of educational technology and instructional design, research methods are emerging that aim to curate different forms of knowledge and insights beyond traditional research studies, or what Reigeluth and An (in Reigeluth and Carr-Chellman (eds) Instructional-design theories and models: Building a common knowledge base, Lawrence Erlbaum Associates, Mahwah, 2009) refer to as &quot;research to prove.&quot; As a result of evolving efforts in this area, editors of research journals in the field are receiving increased submissions employing these methods but have detected some persistent confusion among authors surrounding them. This has resulted in authors submitting articles with muddled methodologies and to outlets that may not be a fit for the work an author seeks to share. It can even be unclear whether authors intentionally employed a specific design-related method prior to reporting. In this piece, we will cover four methods-instructional design cases, case studies, design-based research, and formative evaluation of designs/products-to provide clarity for both graduate students and researchers. For each of these, we will provide definitions, discuss exemplars and features of exemplars, summarize key features that should be present in such a study and its reporting, and provide guidance on front-end intentional design and planning for research studies that employ these methodologies. Additional clarity on these methods can better support scholars and emerging scholars in their roles as researchers, authors, and reviewers.

L2 (Im)Politeness in the Synchronous Chat of Elementary School Learners

Teaching english with technology, 2017

Participation in interactive games, especially those in immersive environments, is often employed... more Participation in interactive games, especially those in immersive environments, is often employed in learning contexts to stochastically develop L2 learners’ language ability. However, typical measures of language ability often do not reflect pragmatic competencies. This study juxtaposes two elementary school ESL learners’ language ability, and facility with the media, with their politeness measures. Data was collected from out-of-school gameplay chat in a virtual environment designed for elementary school learners. Results suggest learners can express pragmatic miscues to interlocutors in the lean media of synchronous chat.

L2 (IM)POLITENESS IN THE SYNCHRONOUS CHAT OF ELEMENTARY SCHOOL LEARNERS

Teaching English with Technology, 2017

Participation in interactive games, especially those in immersive environments, is often employed... more Participation in interactive games, especially those in immersive environments, is often employed in learning contexts to stochastically develop L2 learners' language ability. However, typical measures of language ability often do not reflect pragmatic competencies. This study juxtaposes two elementary school ESL learners' language ability, and facility with the media, with their politeness measures. Data was collected from out-of-school gameplay chat in a virtual environment designed for elementary school learners. Results suggest learners can express pragmatic miscues to interlocutors in the lean media of synchronous chat.

Unresolved Obstacles to the Credibility of Online Degrees

eLearn, 2010

The credibly of online learning must overcome certain obstacles to make inroads into taking its p... more The credibly of online learning must overcome certain obstacles to make inroads into taking its place among the other instructional tactics that have shown potential to be transformative in the lives of learners. This article investigates the issues that come forward as the most damaging: degree mills, an ineffective approach to plagiarism, learner attrition in online programs, and the lack of identity of programs and program participants. Results of the investigation suggest that buy in, both at an institutional level and at a learner level is key to resolving these issues.

Howard Bevins 2020 The blue dot thing interlanguage in instructional design

Co-Design, 2020

We used audio-recorded interactions from a co-design of early designers working together making a... more We used audio-recorded interactions from a co-design of early designers working together making a language learning app to map discourse practices onto an operationalisation of an early stage of design learning in instructional design. A previously published typography of design discourse operationally defined the discourse practices of an advanced beginner stage. We asked, How did the discourse practices of early designers emerge when they engaged each other in the act of designing? We searched transcripts for examples of nine discourse practices in design that were previously established by the literature which suggested these discur-sive practices might appear in design language in use. We found that these practices often did appear, but ranged in discursive proficiency, suggesting the existence of an interlanguage of design. This discourse analysis informs scholars of design learning as to the variability in the emergence of discourse practices in design. To illustrate these insights, we present five diverse excerpts that illuminate the breadth of how design discourse emerges in early designer's discussions. From these data, we concluded that there is an interlanguage of instructional design that maps unevenly across discourse practices of the advanced beginner. ARTICLE HISTORY

Howard Bevins2020 The blue dot thing interlanguage in instructional design

Co-Design: International Journal of CoCreation in Design and the Arts., 2021

We used audio-recorded interactions from a co-design of early designers working together making a... more We used audio-recorded interactions from a co-design of early designers working together making a language learning app to map discourse practices onto an operationalisation of an early stage of design learning in instructional design. A previously published typography of design discourse operationally defined the discourse practices of an advanced beginner stage. We asked, How did the discourse practices of early designers emerge when they engaged each other in the act of designing? We searched transcripts for examples of nine discourse practices in design that were previously established by the literature which suggested these discur-sive practices might appear in design language in use. We found that these practices often did appear, but ranged in discursive proficiency, suggesting the existence of an interlanguage of design. This discourse analysis informs scholars of design learning as to the variability in the emergence of discourse practices in design. To illustrate these insights, we present five diverse excerpts that illuminate the breadth of how design discourse emerges in early designer's discussions. From these data, we concluded that there is an interlanguage of instructional design that maps unevenly across discourse practices of the advanced beginner.

Introduction to the Special Issue on Historic Design Cases

by colin gray and Craig D Howard

Editorial introduction to a special issue of International Journal of Designs for Learning, co-ed... more

“Why are they not responding to critique?”: A student-centered construction of the crit

by colin gray and Craig D Howard

LearnxDesign: The 3rd International Conference for Design Education Researchers and PreK-16 Design Educators

The crit is a dominant public instructional event, and has often been studied through the lens of... more The crit is a dominant public instructional event, and has often been studied through the lens of institutional power, through the perspective of the instructor. In this study, we analyze the classroom presentations and critiques of three teams in a design-focused human-computer interaction graduate program, calling attention to other modes of student-generated critique that occur alongside the traditional formal conversation. These critiques comprise, in parallel: 1) a public oral critique led by the instructor alongside student questions; 2) a critique document collaboratively authored in Google Docs by experienced students; and 3) backchannel chat by experienced students via Google Doc messaging. Through the complex interactions between these modes of parallel critique, multiple levels of interaction and conversational behavior emerge, with experienced students shaping each type of feedback and use of technological tools. We present and analyze cases drawn from the teams through computer-mediated communication and critical pedagogy perspectives to characterize these interactions, documenting how experienced students take on different typifications—or understandings of role expectations within the conversation—which mediate the instructional qualities of the critique. We introduce three typifications: the relaxed professional in backchannel chat, poised professional in the Google Doc, and instructional tutor in the physical classroom space.

Externalizing Normativity in Design Reviews: Inscribing Design Values in Designed Artifacts

by colin gray and Craig D Howard

The design community has discussed issues of ethics and values for decades, but less attention ha... more The design community has discussed issues of ethics and values for decades, but less attention has been paid to the question of how an ethical sensibility might be developed or taken on by design students. In this analysis, we explore how normative concerns emerge through the process of design reviews—where a developing designer’s normative infrastructure is engaged with the artifact they are designing. We focused on the normative concerns that were foregrounded by two undergraduate and two graduate industrial design students across a series of five design reviews, addressing the possible relationship between the emergence of normative concerns and the inscription of norms in the final designed artifact. We used several critical qualitative techniques, including sequence analysis and meaning reconstruction to locate areas where normative concerns were addressed.

Normative concerns only arose in explicit form in the earliest review sessions on the graduate level, if they were going to arise at all, and end-user research appeared to be the primary mechanism for introducing norms into the design process. Neither instructor actively engaged or foregrounded the normative infrastructure of the design students, and all of the normative concerns discussed in the four cases were brought to the conversation by students. Implications for including awareness of normative concerns as part of a student’s developing design character are considered as part of a systemic approach to ethics and values in design education.

Research Methods for Design Knowledge: Design Cases

AECT International Conference , 2022

Design cases are our collective memory in instructional design and a store upon which we draw as ... more Design cases are our collective memory in instructional design and a store upon which we draw as we invent solutions in new situations. These conference slides offer workshop participants a chance to go more slowly through some of the more recent insights editors of the *International Journal of Designs for Learning* have had regarding submitted manuscripts. Designed artifacts should be regarded as more than mere products. They are complex embodiments of understanding, so complex that extracting meaning from them is always incomplete. Artifacts, and their narratives of development, embody various sorts of meaning. (John Carroll, 2014; IJDL) This workshop segment covered four areas of design case that can be improved with simple attention to the purpose and meaning of why we produce and share design cases.

Inverting Critique: Emergent Technologically-Mediated Critique Practices of Developing Design Students

by colin gray and Craig D Howard

Critique is the primary method of assessment used in design education, yet is not well understood... more Critique is the primary method of assessment used in design education, yet is not well understood apart from traditional structures of institutional power and faculty initiation. In this study, we analyze the classroom presentations and critiques of eleven teams in a design-focused human-computer interaction graduate program, focusing on an emergent instructional design for technologically-mediated critique created by experienced students serving as peer mentors. Initial analysis suggests complex interaction between multiple modes of critique beyond the “traditional” critique: 1) public oral critique led by faculty, 2) a critique document authored in Google Docs by experienced students, and 3) backchannel chat in Google Docs by experienced students. These interactions indicate instructional affordances for including many simultaneous users within an existing critique infrastructure. Implications of this instructional design for expanding the capacity of physical critique events and the role of participation in student learning are considered.