Design, Designers, and Reflection-in-Action

Tracey, Monica W.; Baaki, John

doi:10.1007/978-3-319-00927-8_1

Cited by 17 publications

(7 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, taken together with students' positive attitudes toward design thinking (3.93 on a scale 1–5), it is possible to argue that introducing instructional technology students to design thinking was a valuable learning experience. These findings warrant future research on design thinking as an educational framework for enhancing educators' creative confidence (Tracey & Baaki, 2014).…”

Section: Summary and Discussionmentioning

confidence: 84%

Enhancing design thinking in instructional technology students

Novak

Mulvey

2020

Computer Assisted Learning

View full text Add to dashboard Cite

There is growing demand in our society to cultivate creativity and foster innovation. Design thinking has been successfully practiced as an educational framework for supporting innovation in educational and work contexts. However, research on design thinking education that facilitates the acquisition of knowledge related to design process and practices is extremely limited, particularly in educational contexts. This pre-/posttest mixed methods study examined blogging as an instructional approach for supporting design thinking education in an online instructional technology course. An analysis of quantitative and qualitative data revealed an improvement in students' design thinking skills after participating in the course. Students were more comfortable using design practices and processes than their creative abilities. Blogging about design thinking opened the potential for active knowledge construction about design thinking and reflection about personal design practices. However, it also hindered participation of students who were less comfortable with narrative meaning-making afforded through blogging or sharing their ideas on open networks such as blogs.

show abstract

Section: Summary and Discussionmentioning

confidence: 84%

Enhancing design thinking in instructional technology students

Novak

Mulvey

2020

Computer Assisted Learning

View full text Add to dashboard Cite

show abstract

“…Table 2 provides a more nuanced look at the two design's components. Again, we have purposefully chosen to retain the voice of each designer in hopes of preserving the nuance of expression that might better capture the reflections-in-action (Tracey & Baaki, 2014) of each designer's rationale, and thus more transparently present the two cases. In Table 2, each designer describes how they arrived at features of the scenarios that were tied to nurturing different design attitudes.…”

Section: Descriptions Of the Final Designsmentioning

confidence: 99%

“…tangible. Capturing this reflection-in-action (Tracey & Baaki, 2014) lends insight into the design process. We return to a discussion of these features in a single voice to explore how shared values diverge in practice, as evidenced by specific exemplar design decisions.…”

Section: Introductionmentioning

confidence: 99%

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

Howard

Baaki

2021

IJDL

View full text Add to dashboard Cite

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.

show abstract

“…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

View full text Add to dashboard Cite

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.

show abstract

Design, Designers, and Reflection-in-Action

Cited by 17 publications

References 26 publications

Enhancing design thinking in instructional technology students

Enhancing design thinking in instructional technology students

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

Instructional Design Students’ Design Judgment in Action

Contact Info

Product

Resources

About