Dissertation/Thesis Abstract

The Development of Design Judgment in Instructional Design Students During a Semester in Their Graduate Program
by Demiral-Uzan, Muruvvet, Ph.D., Indiana University, 2017, 236; 10690456
Abstract (Summary)

Instructional design (ID) is not a process that happens linearly as prescribed in models. Designers have a critical role of using their design judgment in design and shaping the practice. In the past decade, studies focusing on instructional designers in design have been identified and interest toward design judgment in ID practice has been increasing. However, how ID students exercise design judgment and how their design judgments develop have remained unexplored. Thus, the purpose of this study was to explore ID students’ exercise and development of design judgment over a semester when working on design projects.

In this study, a qualitative, multi-case study design was employed. The participants were ID students in master’s level introductory ID courses from different institutions in the USA. Data sources included course syllabi, course materials, students’ design projects, design reports, and semi-structured interviews conducted in the middle and end of their courses.

The findings in terms of ID students’ design judgment exercise revealed that students make design judgments continuously during their design processes and different types of design judgment were made concurrently. It was found that their design judgment was shaped by external factors and when making design judgment they used their experience. In terms of students’ design judgment development, the findings indicated that students’ design judgment developed slightly by the end of semester and their design judgment development varied by person. However, most of them were still identified as novice designers. The findings also suggested that design judgment can be developed with practice over time. To support ID students’ design judgment development, recommendations were made for ID education including increasing awareness of design judgment, considering the nature of design projects given to students, providing opportunities for reflection, considering instructional strategies such as peer review and mentoring and shifting to studio-based ID education.

Indexing (document details)
Advisor: Boling, Elizabeth
Commitee: Glazewski, Krista, Lester, Jessica Nina, Stolterman, Erik
School: Indiana University
Department: Education
School Location: United States -- Indiana
Source: DAI-A 79/02(E), Dissertation Abstracts International
Subjects: Instructional Design
Keywords: Graduate, Instructional, Judgment, Semester
Publication Number: 10690456
ISBN: 978-0-355-41138-6
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