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The Aurora Blog focuses on problem-solving, resulting in innovative product-based solutions, and integrates digital media, emerging technologies, and learner acquisition strategies. The blog is named for two of the most spectacular media-infused shows displayed in nature – the aurora borealis (i.e., northern lights) and the aurora australis (i.e., southern lights)—where, not unlike product development, the display is the message.

Product-Based Solutions

There is a lack of instructional design models designed for problem-solving (Jonassen, 2012). This blog will aid in filling this gap by exploring instructional design strategies for problem-solving while examining digital media integrated product-based solutions constructed through learner-centered approaches. This exploration begins by defining three relevant terms:

Digital Media

Media, the plural of medium, aids in transmitting information from senders to recipients, such as text (Smaldino, et al., 2019). Digital media assist in communicating data in electronic format, contingent upon the technologies utilized. Multimedia, conversely, is the use of various media in a single production. An example of digital media is video, whose content transmits specific messages.

Emerging Technologies

Technology is a multifarious term described as a process, tool, or system (Collins, n.d.) used to accomplish a task (e.g., problem-solving). Emerging technologies are developing processes, tools, or systems used in various settings to provide innovative transformation for societal needs and economic growth. For example, artificial intelligence (AI) is a technological tool used to simulate human tasks.

Learner Acquisition Strategies

Approaches utilized by learners to acquire knowledge and skills include conducting research, examining findings, synthesizing data, and evaluating information to determine causal relationships. These are used to aid in developing more effective products for global communication of messages.

These three collectively result in 1) developed products stemming from strategic approaches that use instructional facilitation for learner productivity and engagement, and 2) digital learning that melds digital media and technological tools to aid in solving complex problems.

Learner Product Development: General Process Steps

While there are distinct differences and commonalities in the development of products within and among settings, the steps in this product development process include:

Examine and curate information, including media, from various sources to formulate ideas and form narratives (Mihailidis & Cohen, 2013).
Discover the problem using learner acquisition strategies, including identifying issues in the content context, gathering research-based information predicated on the issue, analyzing and synthesizing the findings, and identifying the problem within the issue, while listing what is known and unknown.
Generate solutions through problem analysis using techniques such as brainstorming.
Create a product design through a storyboard, receive group feedback, and make revisions accordingly.
Construct a product that solves the problem, test the product, and present the alpha version of the product for critique, including digital media and emerging technologies in the construction process.
Revise the product based on constructive collaborative feedback, resulting in a beta product version.

As an example, learners are tasked with investigating the critical role that photosynthesis plays in life on Earth. They critically examine information presented by the instructor to determine key issues in the area, and then gather research data based on issues discovered. The data are analyzed, and conclusions are drawn. From the results, learners identify current problems relating to key issues in photosynthesis, generate solutions, and create storyboards exemplifying resolutions. The designs are critiqued by the group, feedback is given, and storyboard revisions are made. Learners utilize the storyboards to construct multimedia slideshow presentations that incorporate text, images, audio, and video, resulting in innovative solutions that satisfy needs in the competence area of the subject matter. The digital product presentations undergo functional testing by learners with the facilitation of the instructional designer, and the products are individually presented to the group for constructive feedback (i.e., alpha versions) through a whiteboard display. Revisions are made regarding the group critique, which produces beta product versions.

Learner Product Display: The Message

Digitally developed products have the potential to reach beyond the walls of the instructional setting to fulfill societal needs and inspire service with innovation for change. Strategic extension beyond the developmental group can communicate the concept of the products (i.e., solution messages) to the masses for maximum output. This process ensures that exemplary learner constructed products are selected, exhibited, and collectively promoted to users (e.g., learners, subject matter experts).

Final Note

Reminiscent of the aurora sky, innovative digital product-based solutions creatively integrating media to communicate a message can showcase problem resolutions for global display. What is seemingly a learner developed product for the improvement of knowledge and skills can potentially satisfy societal needs in an impactful way –emanating light in dark or gray areas.

Upcoming blog posts will focus on learner product development that brings innovative solutions to ill-structured problems through digital media, emerging technologies, knowledge acquisition strategies, and product-based solutions display.