Chopped ID and Bicycle Repair: Contrasting Values in Synchronous Graduate Instructional Designs for Design Learning

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Published: Jun 16, 2021
DOI: https://doi.org/10.14434/ijdl.v12i2.30001
Keywords:
design learning, design case method, graduate learning, Instructional Design, The instructional design case
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Section
Design Cases
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Craig D. Howard
University of Tennessee Knoxville
https://orcid.org/0000-0003-2317-6896
John W. Baaki
Old Dominion University

Abstract

This article presents two similar design cases and a discussion of how like values resulted in dissimilar design moves. Both cases were gamified learning activities for graduate students in instructional design. Both interventions employed rapid prototyping and were delivered synchronously in an at-a-distance setting. This article compares the two designs, the two designs’ similar development narratives, and the two designs’ divergent features. We give special attention to the common values the designers brought to the act of designing. Contrasting crucial features in similar designs allowed us, as designers, to appreciate divergent design moves. A discussion of the two cases explains how designers arrived at different design decisions through similar rationale. The authors were both designers and instructors of the implementations; each presents their case in relation to the other. Our combined cases explore how designers might compare salient features of similar instructional interventions and appreciate design moves that one chose not to make.

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How to Cite
Howard, C. D., & Baaki, J. W. (2021). Chopped ID and Bicycle Repair: Contrasting Values in Synchronous Graduate Instructional Designs for Design Learning. International Journal of Designs for Learning, 12(2), 111–126. https://doi.org/10.14434/ijdl.v12i2.30001
Author Biographies

Craig D. Howard, University of Tennessee Knoxville

Craig D. Howard is an Assistant Professor in the Educational Psychology and Counseling Department at the University of Tennessee, Knoxville. He teaches in the MS program in Instructional Design and Technology and in the Ph.D. program in Learning, Design, and Technology. He studies instructional communications, especially surrounding the design of instruction, and how we document and disseminate design knowledge via instructional design cases.

John W. Baaki, Old Dominion University

John W. Baaki is Assistant Professor of Instructional Design & Technology at Old Dominion University. His research interests are how persona construction, reflection-in-action, and taking stock in external representations affect instructional and human performance design.

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References

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