Instructional design as design problem solving: An iterative process
Instructional design as design problem solving: An iterative process
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教学设计作为设计问题解决：一个迭代过程
DOI：
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发表时间：
2008
期刊：
影响因子：
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通讯作者：
D. Jonassen
中科院分区：
文献类型：
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作者：
D. Jonassen
设计，包括教学设计，是最复杂和结构不良的问题解决方式之一。从历史上看，教学设计一直被概念化为设计师所经历的一系列线性阶段（例如，分析、设计、开发、实施、评估）。Silber（2007）为教学设计过程提供了另一种视角。他认为，由专家实践的教学设计是适度结构化和启发式的，而不是程序化的，由思维过程组成，并以公认的原则为指导。在这篇文章中，作者认为设计是结构不良的，所有设计师（包括专家和非专家）使用的主要思维过程是循环的决策制定。决策更多地是由约束满足和信念驱动，而不是由公认的原则驱动，其中一些是文化上接受的，而另一些则是特定于环境的。与西尔伯不同的是，作者并没有将这个过程作为教学设计的模型。相反，他描述了设计问题通常是如何解决的，以及这个过程对设计师和设计教育的影响。
Design, including instructional design, is one of most complex and ill-structured kinds of problem solving. Historically, instructional design has been conceptualized as a linear set of phases (e.g., analysis, design, development, implementation, evaluation) that a designer progresses through. Silber (2007) has provided an alternative perspective on the instructional design process. He argues that instructional design, as it is practiced by experts, is moderately structured and heuristic, not procedural, comprised of thinking processes and guided by accepted principles. In this article, the author argues that design is ill-structured, and the primary thinking process that all designers (including experts and non-experts) employ is decision making that occurs in cycles. Decisions are driven less by accepted principles than they are by constraint satisfaction and beliefs, some of which are culturally accepted and others that are context specific. Unlike Silber, the author does not propose this process as a model of instructional design. Rather, he describes how design problems are typically solved and the implications of that process for designers and design education.