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The work emphasizes technology use across applicable phases, highlighting design, development, and implementation as core stages, while analyze and evaluation phases require personalized approaches. It concludes with implications for stakeholders’ roles, concepts, technologies, and pedagogical motives.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/an-idea-for-design-pedagogy-devising-instructional-design-in-higher-education-40/600052/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/an-idea-for-design-pedagogy-devising-instructional-design-in-higher-education-40/600052.png","ImageObject",300,407,{"name":42,"@type":43},"nayy☆","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the purpose of the IDEA model in the study?","Question",{"text":63,"@type":64},"It aims to provide a basis for integrating instructional design into higher education 4.0 curricula using a design pedagogy approach, supported by a conceptual model and rationales from recent literature.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which phases does the study treat as crucial in instructional design?",{"text":68,"@type":64},"Design, development, and implementation are identified as crucial phases. 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A conceptual model including the prominent concepts and characteristics of this distinction is suggested with rationales from recent literature. The proposed Instructional Design for Educational Actuality (IDEA) Model uses the dynamics of instructional design and curriculum development processes for higher education and suggests a continuous evaluation and revision procedure. Centering the attention on design issues, the study seeks to advocate for the use of technology in all applicable phases of instructional design process, as is in education 4.0 contexts. Design, development and implementation are the crucial phases of this process, since a design pedagogy approach is followed. The rest of the process, namely analyze and evaluation phases are also subject to design pedagogy, however they are quite individualistic and require a personalized approach. Following technological applications of a symbiotic relationship between instructional design and design pedagogy in higher education contexts, the study ends with a series of implications on stakeholders’ roles, concepts-technologies and pedagogical motives.  \nKeywords:  \ndesign pedagogy, instructional design, education 4.0, curriculum development, higher education.  \nIntroduction  \nThe world encounters a global health situation, and in these pandemic times education at a distance is a more powerful alternative than ever before. As learning moves from face-to-face to online, design issues are raised for pedagogical contexts. In this process, the need for an instructional design (ID) policy somehow becomes a compulsory attempt for many countries, asan obvious rapid prototyping model. While people stay in their homes, a tremendous tendency for an instructional immigration takes the stage at the same time. As the ways we retrieve information and transform it into knowledge evolve, many opportunities and challenges come to the fore. For both of these aspects, knowledge-based technological approaches are the prominent concerns since our perceptions of design are changing every day. These changes require revisiting design issues and e-learning pedagogies in different contexts.  \nConole (2014) described four categories for pedagogies of e-learning. The first category is called Associative, and mainly focuses on traditional associative and reinforcement-based instruction, centring on the individual. Cognitive is another category that makes e-learning dynamic, taskbased and tries to scrutinize information. Situative, the third category gives importance to social presence and interaction, and a self-paced learning. Finally, the last category, namely  \nConnectivist is a tribute to Siemens’(2004) theory of Connectivism, and advocates a networked learning, specified links for a learning organization and engagement. As a particular type of connectivist and cognitive approach, Grodotzki, Ortelt & Tekkaya (2018) aimed to develop, introduce and evaluate remote and virtual laboratories into higher engineering education. Atele-operative material characterization testing cell was conceptualized and implemented, along with a remote lab for incremental tube forming. Moreover, a Massive-Open-OnlineCourse (MOOC) was created to make further use of remote labs, and a virtual experimentation lab was developed. At this point, connectivist approaches come to the fore. According to McGreal and Siemens (2012), students in a connectivist MOOC typically perform four activities:  \n1. Aggregate: Students are asked to pick and choose the content that looks interesting to them and seems to be most appropriate according to their personal learning goals from a wide range of information spilled on the","cbCaipdxdRU53Y4E","https://ap.wps.com/l/cbCaipdxdRU53Y4E","pdf",384461,"English","# Abstract\n# Introduction\n# E-learning pedagogies and connectivist approaches\n## Four categories of e-learning pedagogies\n## Activities in connectivist MOOCs\n# Instructional design models (ADDIE)\n## Model phases and tasks\n# Technology integration considerations","[{\"question\":\"What is the purpose of the IDEA model in the study?\",\"answer\":\"It aims to provide a basis for integrating instructional design into higher education 4.0 curricula using a design pedagogy approach, supported by a conceptual model and rationales from recent literature.\"},{\"question\":\"Which phases does the study treat as crucial in instructional design?\",\"answer\":\"Design, development, and implementation are identified as crucial phases. The analyze and evaluation phases are also involved but are described as more individualistic and needing a personalized approach.\"},{\"question\":\"How does the study position technology within instructional design?\",\"answer\":\"It advocates using technology in all applicable phases of the instructional design process, particularly aligning instructional design activities with education 4.0 contexts.\"}]","An IDEA for design pedagogy - Devising instructional design in higher education 4.0 | PDF",1792089941,48]