Core Judgments of Instructional Designers in Practice
Core Judgments of Instructional Designers in Practice
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DOI：
10.1002/piq.21250
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发表时间：
2017-01-01
影响因子：
1.4
通讯作者：
Techawitthayachinda, Ratrapee Inging
中科院分区：
文献类型：
--
作者：
Boling, Elizabeth;Alangari, Husa;Techawitthayachinda, Ratrapee Inging
本研究以11位教学设计师为被试，通过访谈的方式，探讨了影响他们在设计过程中所做出的所有判断（核心判断）的隐性信念。从现象学的角度分析成绩单。这项研究表明，虽然设计师的判断很少在该领域讨论，这些设计师似乎把核心判断，以承担他们的设计，这些判断是复杂的性质。研究者认为，核心判断，在教学设计的理性模式中没有得到解释，需要进一步关注的学者和设计教育工作者。
The tacit beliefs that affect all the judgments made during the design process (core judgments) of 11 practicing instructional designers were studied via their discussions of strong and weak designs during interviews. Transcripts were analyzed from a phenomenological perspective. The study demonstrates that while designer judgment is rarely discussed in the field, these designers do appear to bring core judgments to bear on their designing, and these judgments are complex in nature. Researchers argue that core judgment, unaccounted for in rational models of instructional design, requires further attention from scholars and design educators.