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How instructional design experts use knowledge and experience to solve ill-structured problems.

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Title: How instructional design experts use knowledge and experience to solve ill-structured problems.
Authors: Ertmer, Peggy A.1 pertmer@purdue.edu, Stepich, Donald A.2 dstepich@boisestate.edu, York, Cindy S.3 cyork@purdue.edu, Stickman, Ann estickma@purdue.edu, Xuemei Wu3 wu36@purdue.edu, Zurek, Stacey4 szurek@pnc.edu, Goktas, Yuksel5 yukselgoktas@atauni.edu.tr
Source: Performance Improvement Quarterly. 2008, Vol. 21 Issue 1, p17-42. 26p. 2 Charts.
Subject Terms: *Instructional systems design, *Problem solving, *Computer simulation, *Problem-based learning, *Theory of knowledge, Performance standards
Abstract: This study examined how instructional design (ID) experts used their prior knowledge and previous experiences to solve an ill-structured instructional design problem. Seven experienced designers used a think-aloud procedure to articulate their problem-solving processes while reading a case narrative. Results, presented in the form of four assertions, showed that experts (1) narrowed the problem space by identifying key design challenges, (2) used an amalgam of knowledge and experience to interpret the problem situation, (3) incorporated a mental model of the ID process in their problem analyses, and (4) came to similar conclusions about how to respond to the situation, despite differences in their initial conceptualizations. Implications for educating novice instructional designers are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Performance Improvement Quarterly is the property of International Society for Performance Improvement (ISPI) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: How instructional design experts use knowledge and experience to solve ill-structured problems.
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  Data: <searchLink fieldCode="AR" term="%22Ertmer%2C+Peggy+A%2E%22">Ertmer, Peggy A.</searchLink><relatesTo>1</relatesTo><i> pertmer@purdue.edu</i><br /><searchLink fieldCode="AR" term="%22Stepich%2C+Donald+A%2E%22">Stepich, Donald A.</searchLink><relatesTo>2</relatesTo><i> dstepich@boisestate.edu</i><br /><searchLink fieldCode="AR" term="%22York%2C+Cindy+S%2E%22">York, Cindy S.</searchLink><relatesTo>3</relatesTo><i> cyork@purdue.edu</i><br /><searchLink fieldCode="AR" term="%22Stickman%2C+Ann%22">Stickman, Ann</searchLink><i> estickma@purdue.edu</i><br /><searchLink fieldCode="AR" term="%22Xuemei+Wu%22">Xuemei Wu</searchLink><relatesTo>3</relatesTo><i> wu36@purdue.edu</i><br /><searchLink fieldCode="AR" term="%22Zurek%2C+Stacey%22">Zurek, Stacey</searchLink><relatesTo>4</relatesTo><i> szurek@pnc.edu</i><br /><searchLink fieldCode="AR" term="%22Goktas%2C+Yuksel%22">Goktas, Yuksel</searchLink><relatesTo>5</relatesTo><i> yukselgoktas@atauni.edu.tr</i>
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  Data: <searchLink fieldCode="JN" term="%22Performance+Improvement+Quarterly%22">Performance Improvement Quarterly</searchLink>. 2008, Vol. 21 Issue 1, p17-42. 26p. 2 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Instructional+systems+design%22">Instructional systems design</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Computer+simulation%22">Computer simulation</searchLink><br />*<searchLink fieldCode="DE" term="%22Problem-based+learning%22">Problem-based learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Theory+of+knowledge%22">Theory of knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+standards%22">Performance standards</searchLink>
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  Data: This study examined how instructional design (ID) experts used their prior knowledge and previous experiences to solve an ill-structured instructional design problem. Seven experienced designers used a think-aloud procedure to articulate their problem-solving processes while reading a case narrative. Results, presented in the form of four assertions, showed that experts (1) narrowed the problem space by identifying key design challenges, (2) used an amalgam of knowledge and experience to interpret the problem situation, (3) incorporated a mental model of the ID process in their problem analyses, and (4) came to similar conclusions about how to respond to the situation, despite differences in their initial conceptualizations. Implications for educating novice instructional designers are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Performance Improvement Quarterly is the property of International Society for Performance Improvement (ISPI) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: 2008
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