Abstract
With the ubiquitous use of mobile technologies and the increasing demand for just-in-time training, there is a need to prepare and support instructional designers and educators to meet the pedagogical and technological development requirements of their target audience in the most effective and efficient way. This paper reviews the iterative design, development and testing of the Tech Select Decision Aide, a mobile recommender system designed to align instructional strategies with learning technologies based on the pedagogical affordances of the learning technology and the cognitive level of the learning objective. Focus group and survey results show that the Tech Select Decision Aide is a useful and usable mobile app that provides just-in-time performance support to assist instructional designers and faculty in the development and creation of pedagogically sound instructional and training materials using technology. Future areas of mobile development are discussed.
This is a preview of subscription content, access via your institution.


References
App Annie (2016). App Annie mobile app forecast: The path to $100 billion [PDF document]. Retrieved from http://files.appannie.com.s3.amazonaws.com/reports/App-Annie-02-2016-Forecast-EN.pdf?aliId=107708074
Association for Talent Development (2013, October). A Byte of Instructional Design. T+D Magazine. Retrieved from https://www.td.org/Publications/Magazines/TD/TD-Archive/2013/10/Intelligence-a-Byte-of-Instructional-Design
Beck, K., Beedle, M., Van Bennekum, A., Cockburn, A., Cunningham, W., Fowler, M., & Grenning, J. (2001). Manifesto for Agile Software Development. Retrieved from http://agilemanifesto.org/
Bosman, L., & Zagenczyk, T. (2011). Revitalize your teaching: Creative approaches to applying social media in the classroom. In B. White, K. King, & P. Tsang (Eds.), Social media and platforms in learning environments (pp. 3–15). Heidelberg: Springer.
Business Wire (2011). Allen Communications releases DesignJot, the first iPad app for instructional designers [Press release]. Retrieved from http://www.businesswire.com/news/home/20110713005117/en/Allen-Communication-Releases-DesignJot%C2%A9-iPad-App-Instructional
Churches, A. (2009). Bloom’s digital taxonomy. Retrieved from http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy
Cresswell, J. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River: Pearson Education.
Dabbagh, N. (2004). Emerging pedagogical issues and learning designs. Quarterly Review of Distance Education, 5(1)
Dabbagh, N., Clark, K., Dass, S., Al Waaili, S., Byrd, S., Conrad, S., et al. (2011). LATIST: a performance support tool for integrating technologies into DAU learning assets. Defense Acquisition Research Journal, 18(3), 313–334. Available from http://www.dau.mil/pubscats/Pages/ARJ.aspx.
Donne, V., & Lin, F. (2013). Special education teacher induction: the wiki way. The Clearing House: A Journal of Educational Strategies, Issues, & Ideas, 86(2), 1–5. doi:10.1080/00098655.2012.735279.
Ericsson (2015, November). Ericsson mobility report: On the pulse of the networked society [PDF document]. Retrieved from https://www.ericsson.com/res/docs/2015/mobility-report/ericsson-mobility-report-nov-2015.pdf
Farwell, T. M., & Kruger-Ross, M. (2013). Is there (still) a place for blogging in the classroom? In K. K. Seo (Ed.), Using social media effectively in the classroom: Blogs, wikis, twitter, and more (pp. 207–223). New York: Routledge.
Gee, J. P. (2007). What video games have to teach about learning and literacy. New York: MacMillion.
Gillen, J., Ferguson, R., Peachey, A., & Twining, P. (2012). Distributed cognition in a virtual world. Language and Education, 26(2), 151–167. doi:10.1080/09500782.2011.642881.
Glesne, C. (2011). Becoming qualitative researchers: An introduction. Boston: Pearson Education.
Hartson, R., & Pyla, P. (2012). The UX Book: Process and guidelines for ensuring a quality user experience. Waltham: Morgan Kaurmann/Elsevier.
Hashemi, M., Azizinezhad, M., Najafi, V., & Nesari, A. J. (2011). What is mobile learning? challenges and capabilities. Procedia - Social and Behavioral Sciences, 30, 2477–2481.
Houser, R., Thoma, S., Coppock, A., Mazer, M., Midkiff, L., Younanian, M., et al. (2011). Learning ethics through virtual fieldtrips. International Journal of Teaching and Learning in Higher Education, 23(2), 260–268.
Hu, Q., & Johnston, E. (2012). Using a wiki-based course design to create a student centered learning environment: strategies and lessons. Journal of Public Affairs Education, 18(3), 493–512.
Lightle, K. (2011). More than just the technology. Science Scope, 34(9), 6–9.
Lund, A.M. (2001). Measuring Usability with the USE Questionnaire. STC Usability SIG Newsletter, 8(2).
Nerur, S., & Balijepally, V. (2007). Theoretical reflections on agile development methodologies: the traditional goal of optimization and control is making way for learning and innovation. Communications of the AMC, 50(3), 79–83.
Quinn, C. (2001). Get ready for m-learning. Training and Development, 20(2), 20–21.
Rogers, Y., Connelly, K., Hazlewood, W., & Tedesco, L. (2010). Enhancing learning: a study of how mobile devices can facilitate sensemaking. Personal Ubiquitous Computing, 14, 111–124.
Sharples, M. (2000). The design of personal mobile technologies for lifelong learning. Computers and Education, 34, 177–193.
Shipee, M., & Keengwe, J. (2014). mLearning: anytime, anywhere learning transcending the boundaries of the educational box. Educational Information Technology, 19(1), 103–113. doi:10.1007/s10639-012-9211-2.
Statista (2016). Number of apps available in leading app stores as of June 2016. Retrieved from http://www.statista.com/statistics/276623/number-of-apps-available-in-leading-app-stores/.
Wu, W. H., Wu, Y. C., Chen, C. Y., Kao, H. Y., Lin, C. H., & Huang, S. H. (2012). Review of trends from mobile learning studies: a meta-analysis. Computers & Education, 59(2), 817–827.doi:10.1016/j.compedu.2012.03.016.
Yang, C., & Chang, Y. S. (2012). Assessing the effects of interactive blogging on student attitudes towards peer interaction, learning motivation, and academic achievement. Journal of Computer Assisted Learning, 28(2), 126–135.
Author information
Authors and Affiliations
Corresponding author
Appendix
Appendix
Survey Questions
1. Gender

2. Age

3. What is your current industry?

4. What is your role within your organization?

5. How many years of experience do you have in your listed role.

6. Rate your personal comfort level with integrating technologies into your instructional materials, lesson plans, etc.

7. How often do you use mobile apps?

8. How likely would you be to download a mobile app for the following purposes? (Statements rated very unlikely, unlikely, neutral, likely, very likely)
Business or Finance
Education
Entertainment
Goal-setting
eBook Reading
GPS or Navigation
News
Information Seeking
Social Networking
Weather
9. What operating system did you use in order to access the Tech Select Mobile App?

10. Please answer the following questions about how you perceive the usefulness of the Tech Select Mobile App (Statements rated strongly disagree, disagree, neutral, agree, strongly agree).
This app will help me be more effective in my role.
This app will help me be more productive.
This app is useful for me in my role.
This app would make it easier to design instructional materials and/or sessions.
The app would make it easier for me to communicate design decisions with stakeholders.
The app would save me time when I use it.
The app does everything I would expect it to do.
The app provides alternative ways to make decisions.
The app provides information that is helpful in my instructional design decisions.
The app will help me be more successful in developing effective teaching/training.
I would download this app.
11. Please answer the following questions about how you perceive the ease of use of the Tech Select Mobile App (Statements rated strongly disagree, disagree, neutral, agree, strongly agree).
This app is easy to use.
The app is simple to navigate.
It requires the fewest steps possible to accomplish what I want to do with it.
I can use the app without written instructions.
I do not notice any inconsistencies as I use the app in the labels, titles, choices, format, menus, etc.
The app text is easily readable.
The vocabulary in the app was explained and/or is easy to understand.
I am familiar with the terms and concepts used in the app.
The app has an effective layout, organization, and grouping.
The app is visually pleasing.
12. What would make it easier for you to navigate the Tech Select Mobile App?

13. What additional features, if any, would you like to see?

14. Other comments?

Rights and permissions
About this article
Cite this article
Dabbagh, N., Fake, H. Tech Select Decision Aide: A Mobile Application to Facilitate Just-In-Time Decision Support for Instructional Designers. TechTrends 61, 393–403 (2017). https://doi.org/10.1007/s11528-016-0152-2
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11528-016-0152-2
Keywords
- Decision support
- Design thinking
- Instructional design
- User experience design
- Agile development
- Mobile learning
- Recommender systems
- Mobile app
- Technological affordances
- Pedagogical affordances