2023 Volume 47 Issue 3 Pages 427-439
In the field of instructional design (ID), the importance of design that creates new things in response to situations has been identified in various international studies, but Japan has no programs to support the improvement of this higher-order skill. Therefore, this study involved the development of a course for advanced instructional designers (advanced IDers) responsible for supporting improvements to the university classes of which their colleagues and others (clients) were in charge. The focus was on situational instructional design skills, or the empathy perspective. First, the positioning of related programs was organized based on their content and how they could support the learning of advanced IDers. Next, the "Eight Questions" were developed, which was a support tool enabling participants to listen to the situations and needs of clients prior to suggesting class improvements. Finally, a trial course was conducted that included the use of this tool. The trial results confirmed that the course participants were able to work on class improvement proposals that were closely linked to the thoughts expressed by client teachers about their classes. The participants were able to create a framework for incorporating viewpoints that were empathetic to clients in their ID-based proposals. An issue to be addressed in the future is the need to confirm whether clients achieve improvements in their classes.
