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Full-Text Articles in Education
Instructional Designers As Reflective Practitioners: Developing Professional Identity Through Reflection, Monica W. Tracey, Alisa Hutchinson, Tamme Quinn Grzebyk
Instructional Designers As Reflective Practitioners: Developing Professional Identity Through Reflection, Monica W. Tracey, Alisa Hutchinson, Tamme Quinn Grzebyk
Administrative and Organizational Studies
As the design thinking approach becomes more established in the instructional design (ID) discourse, the field will have to reconsider the professional identity of instructional designers. Rather than passively following models or processes, a professional identity rooted in design thinking calls for instructional designers to be dynamic agents of change who use reflective thinking to navigate the design space and develop solutions to ill-structured problems. Graduate programs in ID will also need to prepare students to manage the complexities they will encounter in their professional practice, including the establishment of design precedents, reflective thinking skills, and the foundations of professional …
Graduate Students In A Service Learning Design Case: The Development Of A Parenting Program, Monica W. Tracey, Sara Elizabeth Kacin
Graduate Students In A Service Learning Design Case: The Development Of A Parenting Program, Monica W. Tracey, Sara Elizabeth Kacin
Administrative and Organizational Studies
The following design case illustrates the approach a group of advanced graduate onlinedesign students, two design coaches, and an instructor used to design an online instructional intervention as a service-learning project for parents interested in improving their parenting skills with their pre-teens. This design case is distinctive in that it explores the online collaboration for this service-learning project using email, instant messaging, Google Hangout, Google Documents within Google applications and Skype.
Mpati: The Midwest Program On Airborne Television Instruction (1959-1971), Monica W. Tracey, Jill E. Stefaniak
Mpati: The Midwest Program On Airborne Television Instruction (1959-1971), Monica W. Tracey, Jill E. Stefaniak
Administrative and Organizational Studies
It is 1964 and high in the sky, flying in a figure-eight formation over a 200-mile radius and six Midwestern states, is a plane with a large 24-foot antennae hanging from its belly. Transmitting 24 separate courses recorded ahead of time then played back to member schools in six states, the Midwest Program on Airborne Television Instruction (MPATI) was designed to meet the need of providing educational television to a wider audience. In the late 1950s, the FCC decided that certain channels would be allocated for non-commercial educational use. Schools were bursting with students; teachers were in high demand and …
A Multidisciplinary Examination Of The Decision-Making Process Used By Designers, Jill E. Stefaniak, Monica W. Tracey
A Multidisciplinary Examination Of The Decision-Making Process Used By Designers, Jill E. Stefaniak, Monica W. Tracey
Administrative and Organizational Studies
Design-thinking is an abductive and participatory process in which designers are required to manage constraints, generate solutions, and follow project timelines in order to complete project goals. This exploration study sought to look at how designers in various disciplinary fields approach design projects. Designers were asked to describe a project and a decision that they had to make. Decisions were analyzed to determine whether they were ready-made versus custommade solutions and the process by which the designers arrived at the decisions was categorized as idea-imposition or discovery. Results indicated that designers work with multiple constraints while designing and the majority …
Engaging Multiple Teams To Design A Blended Learning Course, Monica W. Tracey, Tamme Quinn Grzebyk
Engaging Multiple Teams To Design A Blended Learning Course, Monica W. Tracey, Tamme Quinn Grzebyk
Administrative and Organizational Studies
In the following design case, a blended learning program was designed and developed for parents interested in improving their parenting skills with their children. Numerous design teams developed the program, consisting of both synchronous live events and asynchronous web-based instruction. Teams were comprised of novice students, professors, and expert designers. This design case explores the design space and design decisions made in light of varied and unique stakeholder involvement. It also illustrates the products developed.