Development of Design Judgment in Instructional Design: Perspectives from Instructors, Students, and Instructional Designers

Korkmaz, Nilufer; Boling, Elizabeth

doi:10.1007/978-3-319-00927-8_10

Cited by 6 publications

(1 citation statement)

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“…Over time, the meaning of design has evolved from being merely one step in the ADDIE (analysis, design, development, implementation, and evaluation) model, to being viewed as a complex process that cannot be prescribed in models. Therefore, design has become a renewed topic of focus in the field (Gibbons, Boling, & Smith, ), including research on designers’ reflections (Tracey & Baaki, ), designing as a complex process (Gibbons, ), design judgment (Korkmaz & Boling, ), design cases (Howard, ), and design education (Boling & Smith, ; Cennamo, ).…”

Section: Literature Reviewmentioning

confidence: 99%

Instructional Design Students’ Design Judgment in Action

Demiral-Uzan¹

2015

Perf Improvement Qrtly

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This case study examines the design practices of instructional design (ID) students while working on a realistic design project (Joel, 1987) to explore whether ID students make design judgments; how, when, and where they are making them; and what kinds of judgments they make during a realistic instructional design process. The perspective taken in this study is that design judgments comprise multiple, complex types and are not confined to moments of overt decision making (Nelson & Stolterman, 2012). In this small‐scale case study, a group of students was observed in the process of designing instruction within a semester. The findings of the study suggest that these ID students continuously made design judgments of many kinds throughout the design process.

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