Writing and Rewriting the Instructional Design Case: A View from Two Sides
Writing and Rewriting the Instructional Design Case: A View from Two Sides
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编写和重写教学设计案例：两个方面的观点
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
Craig D. Howard
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文献类型：
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作者：
Craig D. Howard
本文分析了教育工作者在撰写有关学习干预的设计案例时要解决的五个问题领域。这篇文章是从 IJDL 助理编辑的角度撰写的，他在两年的时间里编辑、审阅和协调了设计案例的审阅，同时还撰写了自己的设计案例（Howard & Myers，2010：International Journal of Designs for Learning）。教学设计案例的知识构建类型是从技术趋势专题、教学设计组合和本场所发表的文章之间的共性的角度来看待的。这些出版物的评论中常见的关注领域揭示了设计案例如何发展成为严格的教育探究形式。根据作者满足审稿人关注点的第一手经验，讨论了案例评审中提出的关注领域，并反过来通过最终设计案例的过程指导其他教育工作者。这些共同领域是：(1) 定位设计，(2) 描述设计，(3) 描述设计的体验，(4) 通过透明度、分析和反思建立可信度，(5) 消除设计案例中与其目的相混淆的方面。经过同行评审的设计案例的具体例子描述了作者教育者如何通过仔细记录教学设计来传播设计先例。
This article analyzes five problem areas educators grapple with when writing designs cases about learning interventions. The article is written from the vantage point of IJDL’s assistant editor who edited, reviewed, and coordinated the reviews of design cases over a period of two years while also writing his own design case (Howard & Myers, 2010: International Journal of Designs for Learning). The knowledge building genre of the instructional design case is viewed from the perspective of commonalities between articles published in a Tech Trends feature, the Instructional Design Portfolio, and this venue. The areas of concern common among reviews for these publications shed light on how the design case is developing into a rigorous form of educational inquiry. The areas of concern brought up in reviews of cases are discussed in light of the author’s first hand experiences of satisfying reviewers’ concerns and, in turn, coaching other educators through the process of a finalized design case. Those common areas are: (1) situating the design, (2) describing the design, (3) depicting the experience of the design, (4) developing trustworthiness through transparency, analysis, and reflection (5) removing aspects of design cases which confound their purpose. Specific examples from design cases that have gone through peer review describe how author-educators may approach the dissemination of design precedent through the careful documentation of pedagogical designs.