Effects Of Interdisciplinary Designers Reflecting-In-Action During Design

As a specific type of reflective practice, reflection-in-action emphasizes that unique and uncertain situations are understood through attempts to change them, and changed through the attempts to understand the situations (Schön, 1983). The purpose of this interdisciplinary research was to study reflection-in-action regarding three aspects of design activity (content, context, and process). The study addressed four research questions: (a) what is the impact of reflection-in-action on evaluation processes while a design is developing and not yet complete, (b) what effect does reflection-in-action have on keeping a design project moving forward toward implementation, (c) what impact does the design\u27s problem-solution relationship have on the reflection-in-action process, and (d) what impact does a designer drawing from a repertoire of precedents inside and outside the project have on the reflection-in-action process? The phenomenological research design studied reflection-in-action using a qualitative approach and used a purposive convenience sample of eight participants designing real projects in their design environments. Using five data collection methods: (a) interviews (b) participant reflective journals, (c) design project timeline, (d) project artifact analysis, and (e) a field journal, data were collected and trustworthiness was established through credibility, transferability, dependability, and confirmability. A constant comparison method was used to compare information units applicable to categories and to integrate properties of categories. For each research question, three to five themes emerged. Interesting and compelling themes that have implications for instructional design included when participants reflected-in-action, they took stock in and reacted to external representations, which were rich in context, information, and constraints. Participants interacted with information and a lack of information, which kept the design project moving forward. Participants moved the design forward toward implementation by turning what ifs to design decisions. Through receiving and gathering information and working with constraints, participants better understood the problem-solution relationship. Drawing from outside of the design validated design direction, guided the design, and provided what ifs . Drawing from inside the design informed what could and could not be done, supported the design purpose, and guided the design. Drawing on participants\u27 experience provided design context and made uncertainty more certain

Building Empathy and Developing Instructional Design Experience and Skills: A Case Study of Using Personas to Design Open Education Resources

This single case study involves the authors’ participation and observation of a massive open online course. To help instructional designers (IDs) develop open education resources for adults attempting to pass a United States high school equivalency exam, we constructed six personas that helped IDs put themselves in the users’ shoes. We begin by providing an overview of the scholarship that connects empathy, empathic design, persona construction, and meaning-making. After presenting our case study methodology and how we constructed six authentic personas, we present eight themes that demonstrate how IDs used the personas to build empathy for users and to develop instructional design skills and experience

Chopped ID: Students Engaged in Gamification to Enhance Advanced Instructional Design Techniques

The Food Network\u27s television show Chopped pits chefs against each other, in a three-round battle, to create their best appetizer, entrée, and dessert. Facing master chef judges, the chef participants present their dishes with one chef chopped (eliminated) after each round. The last chef standing is crowned the Chopped Champion. A faculty member in an instructional design and technology program, created Chopped ID, an innovative adaptation and gamification of the Food Network\u27s Chopped for application in a distance learning environment. Participating as competitors and judges, graduate students, firsthand, experienced gamification as an advanced instructional design technique. In the end, Chopped ID helped graduate students improve their instructional design skills

Designing Authentic and Engaging Personas for Open Education Resources Designers

To guide designers developing open education resources for adults preparing for a high school equivalency exam, we developed six authentic personas that represented adults without high school diplomas. Our goal was to assist open education resources designers to develop empathy toward their learners and place themselves in their learners’ shoes. The purpose of this design case is to share our journey in designing, constructing, and integrating authentic personas for the open education resources designers

Introduction to the Student Design Case SLAM

At the 2016 Association for Educational Communications and Technology Convention in Las Vegas, the IJDL editorial team hosted a Student Design Case SLAM. The focus of the one-day workshop was to engage graduate students in writing a publishable design case. Nine graduate students participated in the Design Case SLAM. Each graduate student brought the beginnings of a design case. Students were assigned to groups of three and assigned to an editor. Editors provided design case prompts and students completed free writing exercises which included feedback from the editor and group members

Scaffolding Problem-Solving and Instructional Design Processes: Engaging Students in Reflection-in-Action and External Representations in Three Online Courses

Instructional design is an applied field of study that involves considerations for complex problem solving and authentic learning. Instructional guidance and scaffolding is particularly critical in facilitating online instructional design students, thus helping them succeed. In this chapter, the authors share how they designed and facilitated three instructional activities in three courses to scaffold a student-centered learning environment online. Using a case study approach, the authors describe their design considerations and how the instructor made decisions to incorporate external representations as a unique instructional technique into the three courses. Through student self-reporting, the instructor\u27s formative and summative evaluation, and the authors\u27 close review of drafts, the design process resulted in final products that were refined and noticeably improved. The authors conclude the chapter by reiterating the importance of scaffolding the problem-solving process with external representations and provide recommendations for future researchers and practitioners

Chopped ID and Bicycle Repair: Contrasting Values in Synchronous Graduate Instructional Designs for Design Learning

This article presents two similar design cases and a discussion of how like values resulted in dissimilar design moves. Both cases were gamified learning activities for graduate students in instructional design. Both interventions employed rapid prototyping and were delivered synchronously in an at-a-distance setting. This article compares the two designs, the two designs’ similar development narratives, and the two designs’ divergent features. We give special attention to the common values the designers brought to the act of designing. Contrasting crucial features in similar designs allowed us, as designers, to appreciate divergent design moves. A discussion of the two cases explains how designers arrived at different design decisions through similar rationale. The authors were both designers and instructors of the implementations; each presents their case in relation to the other. Our combined cases explore how designers might compare salient features of similar instructional interventions and appreciate design moves that one chose not to make

Cultivating Professional Identity in Design

Cultivating Professional Identity in Design is a nuanced, comprehensive companion for designers across disciplines honing their identities, self-perception, personal strengths, and essential attributes. Designers’ identities, whether rooted in education, workforce training, digital technology, arts and graphics, built environment, or other fields, are always evolving, influenced by any combination of current mindset, concrete responsibilities, team dynamics, and more. Applicable to designers of all contexts, this inspiring yet rigorous book guides practitioners and students to progress with ten key traits: empathy, uncertainty, creativity, ethics, diversity/equity/inclusion, reflection, learning, communication, collaboration, and decision-making. Though it details a complete journey from start to finish, this book acknowledges the varying paths of designers’ roles and is structured for a flexible, highly iterative reading experience. Segments can be read individually or out of order and revisited for new insights. Current and future stages of development – education experience, early-career opportunities, mid-career accomplishments, and/or career transitions – are factored in without hierarchy. Specific takeaways, activities, and reflection exercises are intended to work across settings and levels of experience. Design hopefuls and experts alike will find a new way to participate in and persevere through their work. [Amazon.com]https://digitalcommons.odu.edu/stemps_books/1007/thumbnail.jp

Historical Instructional Design Cases: ID Knowledge in Context and Practice

Historical Instructional Design Cases presents a collection of design cases which are historical precedents for the field with utility for practicing designers and implications for contemporary design and delivery. Featuring concrete and detailed views of instructional design materials, programs, and environments, this book’s unique curatorial approach situates these cases in the field’s broader timeline while facilitating readings from a variety of perspectives and stages of design work. Students, faculty, and researchers will be prepared to build their lexicon of observed designs, understand the real-world outcomes of theory application, and develop cases that are fully accessible to future generations and contexts. [Amazon.com]https://digitalcommons.odu.edu/stemps_books/1006/thumbnail.jp