Educational Design and Development: A Study of Dutch Design Practices

Visscher-Voerman, Irene

doi:10.1007/978-94-011-4255-7_4

Cited by 8 publications

(8 citation statements)

References 14 publications

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“…Kelly, 2004;A. E. Kelly, 2006;Kroes, 2002;Kuechler & Vaishnavi, 2011;Laffey, Amelung, & Goggins, 2009;Lijnse, 2003;March & Smith, 1995;McKenney & van den Akker, 2005;Moonen, 1999;Österle, et al, 2011;Peffers, Tuunanen, Rothenberger, & Chatterjee, 2007;Richey & Klein, 2007;Richey, Klein, & Nelson, 2004;Sjostrom & Agerfalk, 2009;van Aken, 2005;van den Akker, Gravemeijer, McKenney, & Nieveen, 2006a, 2006bVisscher-Voerman, 1999a, 1999b. This literature reflects that many scholars in a range of disciplines strive for articulation of design-related research approaches.…”

Section: Design-related Research Approachesmentioning

confidence: 79%

Output-Classes for Faculty-Based Design-Oriented Research on Digital Learning Resources in Higher Education

2013

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Digital learning resources are essentially knowledge-intensive information systems. In higher education, advance of interactive digital learning resources will primarily require design-oriented efforts by faculty. Growth of knowledge on digital learning resources and learning objects in higher education implies design, realization, use, implementation and evaluation of digital learning resources as well as sharing knowledge in scientific publications. Over the last fifteen years a range of projects involving such design-oriented activities in natural, engineering, management, decision and information sciences has been carried out. There is a growing body of literature on various design-related research approaches in educational research and in information systems research. However, for faculty-based design-oriented research the question what knowledge should be shared in scientific publications is not yet clearly answered. This article relates this question to the transdisciplinary nature of faculty-based design-oriented research. The article proposes an answer to this question in terms of a set of result types or output-classes. For each output-class it is explained why a contribution in that class can provide a valuable addition to the body of knowledge on digital learning resources in higher education.

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Section: Design-related Research Approachesmentioning

confidence: 79%

Output-Classes for Faculty-Based Design-Oriented Research on Digital Learning Resources in Higher Education

2013

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“…With a focus explicitly on improving instructional design education, York and Ertmer ( 2016 ) examined the practice of expert instructional designers. Leaving aside arguments about what constitutes expertise in this paper (Ertmer et al, 2008 ; Rowland, 1992 ; Visscher-Voerman, 1999 ), York and Ertmer ( 2016 ) identified a consensus on 61 different design principles employed by instructional designers. Of the 61 design principles, 32 could be placed within the ADDIE framework, and covered areas like knowing your students and target audience, considering the best use of technology and conducting a pilot if possible.…”

Section: Reviewing the Current State Of Learning Design Instructionmentioning

confidence: 97%

What should learning designers learn?

Heggart

Dickson-Deane

2021

J Comput High Educ

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There is widespread interest in employing designers who focus on learning, performance and education technology in many industries at a global level. In Australia, learning designers are in demand in Education, Corporate Training, Finance, Charity, Non-Government Sectors, and also in Start-Ups and Entrepreneurial arenas. This demand is despite the fact that the role of the Learning Designer is incredibly varied, contextually-based, and also unclear to many employers – and students! This suggests that there is currently an opportunity for learning designers and academics who deliver learning design content to define what it means to be a learning designer. This paper presents an Australian case study which uses design-based research methods in a pre-production mode to identify the key principles that informed the development of a course of study (what others may refer to as a program). How those principles were operationalised within the course design and more are discussed in an effort to reposition understandings of knowledge, skills and abilities for this field.

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“…These variables include the materials used, the nature of the end product, as well as the profiles of target learners. Research on instructional design, therefore, aims to fill the gap between theory and practice to inform future design training programs [46]. Such efforts include developing insights into the design approach by examining how designers analyze, design, develop, implement, and evaluate; why they deviate from the standard approaches, as well as what factors lead to designers’ adoption of alternative paths to solve the problems they encounter.…”

Section: Related Workmentioning

confidence: 99%

Interdisciplinary training on instructional design using robots and IoT objects: A case study on undergraduates from different disciplines

Lin

Chen

2023

Comp Applic In Engineering

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The rise of robotics and the internet of things (IoT) has led to more interdisciplinary computing opportunities. With the real-life application of these new technological affordances across disciplines, more universities are engaging students in practical, hands-on interdisciplinary design. This case study aims to train two undergraduates from different disciplines to apply robots and IoT in instructional design to benefit young language learners. The two undergraduates, one majoring in engineering and the other majoring in applied foreign languages, voluntarily participated in this interdisciplinary project-based learning (iPjBL). By creating an emulated environment that connects educational robots and tangible objects, the two designers achieved a theme-based instructional game design. The researchers assessed the quality of their instructional design, compared their design processes, and identified three factors that led to differing designer perspectives-(a) disciplinary training, (b) prior experience, and (c) design beliefs. These different perspectives can be used to help design training for instructional designers from various disciplines on how to apply robots and IoT-based tangible objects in language education. Challenges faced by the two designers included insufficient cross-disciplinary expertise, existing knowledge and skill gaps, and the need to redefine design beliefs to achieve better design outcomes. Issues and needs related to interdisciplinary learning were addressed and synthesized into essential steps to guide future instructional design that incorporates robots and IoT-based tangible objects. Overall evaluation of the interdisciplinary learning outcome using the First Principles of Instruction model demonstrated that iPjBL can provide valuable learning for instructional designers from different disciplines.

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Educational Design and Development: A Study of Dutch Design Practices

Cited by 8 publications

References 14 publications

Output-Classes for Faculty-Based Design-Oriented Research on Digital Learning Resources in Higher Education

Output-Classes for Faculty-Based Design-Oriented Research on Digital Learning Resources in Higher Education

What should learning designers learn?

Interdisciplinary training on instructional design using robots and IoT objects: A case study on undergraduates from different disciplines

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