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Related Experiment Videos

Bridging Silos: Collaborating to Create Authentic Learning Experiences for Future Instructional Designers.

S L Gronseth, A Itani, B M Beech

The Journal of Applied Instructional Design

|July 3, 2026

Summary

This summary is machine-generated.

Instructional design internships enhance student employability and professional identity. A university partnership facilitated these authentic learning experiences, improving transdisciplinary team project skills for novice instructional design and technology (IDT) professionals.

Keywords:

AI in Education Authentic Learning Experiences Instructional Design Internships Self-efficacy Transdisciplinary Collaborations

Related Experiment Videos

Area of Science:

Educational Technology
Instructional Design
Higher Education

Background:

Authentic learning experiences, like internships, are crucial for developing employability and interpersonal skills.
Securing real-world instructional design (ID) projects for students in Instructional Design and Technology (IDT) programs presents significant logistical challenges.
Interdisciplinary collaboration is often necessary to connect IDT students with relevant industry needs and project opportunities.

Purpose of the Study:

To present a design case detailing a successful interdisciplinary partnership for creating summer internships for IDT students.
To explore the impact of these structured internships on students' professional identities and IDT skill development.

Main Methods:

A collaborative model involving multiple disciplines at a large, urban university was established to create internship opportunities.
Participating students were interviewed six months post-internship to gather qualitative data on their experiences and perceived impacts.

Main Results:

The internships positively impacted students' identities as novice instructional design and technology professionals.
Specific internship structural components were identified as particularly effective in shaping skills for transdisciplinary team projects.
Students reported enhanced professional identity and practical skill development through authentic learning experiences.

Conclusions:

Interdisciplinary partnerships are a viable strategy for overcoming challenges in establishing authentic learning experiences for IDT students.
Structured internships significantly contribute to the professional development and skill acquisition of future IDT professionals, especially in collaborative environments.
The findings underscore the value of real-world experience in shaping novice professionals' identities and capabilities.