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An Initial Application of SCILDD: A Strategic, Co-Created, and Iterative Learning Design and Development Process

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Bibliographic Details
Title: An Initial Application of SCILDD: A Strategic, Co-Created, and Iterative Learning Design and Development Process
Language: English
Authors: Wendy M. Morgan (ORCID 0009-0005-8884-5095), Ann Sam, Jessica Suhrheinrich, Janice Chan
Source: Grantee Submission. 2026.
Peer Reviewed: Y
Page Count: 108
Publication Date: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A200134
Document Type: Reports - Research
Descriptors: Instructional Design, Intervention, Training, Student Behavior, Blended Learning, Program Implementation, Fidelity, Autism Spectrum Disorders, Program Evaluation, Educational Technology, Artificial Intelligence, Educational Objectives, Faculty Development
DOI: 10.1007/s11423-026-10590-6
Abstract: This article introduces a Strategic, Co-created, and Iterative Learning Design and Development (SCILDD) process, based on models drawn from the literatures of instructional design, design-based thinking, and design-based research. SCILDD includes five essential design components: the initial establishment of strategy, the evolution of that strategy throughout the process, iterative cycles of development, co-creation with target learners, and three clear phases of work that approximately align with analysis (A), design and development (DD), and implementation and evaluation (IE). When utilized together, these components function to leverage the benefits of previous models while mitigating their challenges. SCILDD is intended to invite flexibility and adaptability while maintaining strategic focus, to support design processes situated within a wide range of contexts. The Classroom Pivotal Response Training (CPRT) case study illustrates the application of SCILDD to create a) a web-based tool to help teachers determine which CPRT components should be prioritized for individual students or instructional settings, and b) a virtual training module to allow hands-on application of CPRT concepts while supporting large-scale training tailored to teachers and paraprofessionals. This initial application of SCILDD resulted in products perceived to be engaging, usable, and useful. Considerations for future SCILDD application are discussed. [This paper was published in "Educational Technology Research and Development" v74 p1063-1114 2026.]
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: ED681350
Database: ERIC
Description
Abstract:This article introduces a Strategic, Co-created, and Iterative Learning Design and Development (SCILDD) process, based on models drawn from the literatures of instructional design, design-based thinking, and design-based research. SCILDD includes five essential design components: the initial establishment of strategy, the evolution of that strategy throughout the process, iterative cycles of development, co-creation with target learners, and three clear phases of work that approximately align with analysis (A), design and development (DD), and implementation and evaluation (IE). When utilized together, these components function to leverage the benefits of previous models while mitigating their challenges. SCILDD is intended to invite flexibility and adaptability while maintaining strategic focus, to support design processes situated within a wide range of contexts. The Classroom Pivotal Response Training (CPRT) case study illustrates the application of SCILDD to create a) a web-based tool to help teachers determine which CPRT components should be prioritized for individual students or instructional settings, and b) a virtual training module to allow hands-on application of CPRT concepts while supporting large-scale training tailored to teachers and paraprofessionals. This initial application of SCILDD resulted in products perceived to be engaging, usable, and useful. Considerations for future SCILDD application are discussed. [This paper was published in "Educational Technology Research and Development" v74 p1063-1114 2026.]
DOI:10.1007/s11423-026-10590-6