Which events can cause iteration in instructional design? An empirical study of the design process

Verstegen, Daniëlle; Barnard, Yvonne; Pilot, Albert

doi:10.1007/s11251-005-3346-0

Cited by 21 publications

(8 citation statements)

References 24 publications

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“…Traditional instructional models have been criticized for failing to capture or address the complexity of design (Reigeluth, ). However, even though it seems that ID models represent a single linear process, Verstegen, Barnard, and Pilot () state that instructional designers must consider different kinds of constraints and limitations to respond appropriately to the contexts in which they work. In other words, instructional designers should make decisions based on the constraints in their particular settings (Gibbons, Boling, & Smith, ; Schwier, Campbell, & Kenny, ) rather than just following the steps of a model (Branch & Kopcha, ).…”

Section: Review Of Literaturementioning

confidence: 99%

Judgment and Instructional Design: How ID Practitioners Work In Practice

Gray¹,

Dagli²,

Demiral-Uzan³

et al. 2015

Perf Improvement Qrtly

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In this study, we address the relative lack of rigorous research on instructional design (ID) practice via an exploratory study in which pairs of researchers observed design judgments made by eight practicing instructional designers in two consulting environments as they went about their normal work activities. In our analysis, we sought to characterize their practice on its own terms, rather than through superimposition of existing ID models or frameworks. A nonprescriptive, philosophical framework of design judgment by Nelson and Stolterman (2012) was operationalized and used to frame two phases of analysis: identifying and coding design judgments and creating holistic summaries of the observed practice. We found that design judgments occur quite frequently throughout design, often in clustered or layered ways, rather than in “pure” forms. These judgments appeared to be shaped by factors unique to the firm, the role or position of the designer, and project, client, or other external factors.

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Section: Review Of Literaturementioning

confidence: 99%

Judgment and Instructional Design: How ID Practitioners Work In Practice

Gray¹,

Dagli²,

Demiral-Uzan³

et al. 2015

Perf Improvement Qrtly

View full text Add to dashboard Cite

show abstract

“…Before conducting this study, 3 pilot iterations were implemented 8 to refine the protocol to ensure collection of quality data. 9…”

Section: Methodsmentioning

confidence: 99%

“…The final reflective journal asked students to reflect on their ability to notice, interpret, and plan related to best practices in medication administration. Before conducting this study, 3 pilot iterations were implemented 8 to refine the protocol to ensure collection of quality data 9 …”

Section: Methodsmentioning

confidence: 99%

Clinical Reasoning, Judgment, and Safe Medication Administration Practices in Senior Nursing Students

Lee

Wessol

2021

Nurse Educ

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Background and Purpose: Medication errors occur at alarming rates. Safe medication administration practices require more than observing patient safety rights and psychomotor skills. The purpose of this study was to explore the relationships between clinical judgment skills and reasoning processes and safe medication practices in senior nursing students. Methods: Using a cross-sectional design, 29 students from 3 schools of nursing watched a video simulation of a nurse administering medications in a clinical setting. At predetermined times, reflections on the medication administration practices were journaled. Journals were scored for clinical reasoning processes and clinical judgment using the Clinical Judgment Rubric-Reflective Journal (CJR-RJ) and for medication administration best practices. Results: Students scored low on the CJR-RJ (mean [SD], 5.2 [1.7]). We found a positive relationship between clinical judgment skills and safe medication practices (r = 0.39, t 27 = 2.94, P = .018). The clinical reasoning process of Interpreting was a significant indicator of best practices (b = 1.4, t 28 = 2.81, P = .010). Conclusion: Our findings suggest that students struggle to connect theory to practice, emphasizing the need to plan experiential learning opportunities for students to develop clinical reasoning, particularly in Interpreting, and judgment skills to prevent medication errors upon entry to practice.

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“…As in any instructional design, the development and design of online courses is an iterative process [10]. According to the ADDIE model [5], the design of a course compromises five main phases: Analysis, course content Design, course Development, course Implementation, and course Evaluation.…”

Section: Course Creation Methodologymentioning

confidence: 99%

A Short Online Course Targeting Professionalism, the Impact of Engineering on Society and the Environment, and Ethics and Equity

Razavinia

Mydlarski

2020

PCEEA

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Understanding the role and responsibilities of Professional Engineers is of immediate relevance to those who aspire to enter the profession. These obligations most prominently manifest themselves in three of the twelve graduate attributes: Professionalism; the Impact of engineering on society and the environment; and Ethics and equity. Following an analysis of the curriculum map of programs that was performed as part of the CEAB-mandated Continual Improvement process at McGill University, it was concluded that our students could benefit from additional training in the aforementioned three graduate attributes. To this end, a required, 0-credit, online course was created to further expose and train Engineering students in all programs on these three important topics. The present paper will i) review the motivation behind the creation of this new course, ii) describe the evolution of its format and design, and iii) discuss the course’s contents and implementation.

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Which events can cause iteration in instructional design? An empirical study of the design process

Cited by 21 publications

References 24 publications

Judgment and Instructional Design: How ID Practitioners Work In Practice

Judgment and Instructional Design: How ID Practitioners Work In Practice

Clinical Reasoning, Judgment, and Safe Medication Administration Practices in Senior Nursing Students

A Short Online Course Targeting Professionalism, the Impact of Engineering on Society and the Environment, and Ethics and Equity

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