Designing a Hybrid Program to Utilize Tacit Knowledge

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Published: Jun 13, 2024
DOI: https://doi.org/10.14434/ijdl.v15i2.36082
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Design Cases
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Zixi Li
Indiana University Bloomington
https://orcid.org/0000-0003-1004-8967
Chen Feng
Indiana University Bloomington

Abstract

This design case focused on the design of an intervention set aimed at capturing and sharing tacit knowledge in the workplace. The design case demonstrated the design process of expanding a single chatbot intervention into a comprehensive hybrid intervention set to cooperate with learners of different technology competencies and learning needs. This design case also details insights gained by the design team on how to utilize shared design knowledge through different design disciplines to resolve a design problem, and how to make revisions to improve the design.

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How to Cite
Li, Z., & Feng, C. (2024). Designing a Hybrid Program to Utilize Tacit Knowledge. International Journal of Designs for Learning, 15(2), 1–13. https://doi.org/10.14434/ijdl.v15i2.36082
Author Biographies

Zixi Li, Indiana University Bloomington

Zixi Li is a Ph.D. student in Instructional Systems Technology at Indiana University Bloomington, focusing her research on educational technology, learner-centered design, self-directed learning, online learning, as well as informal and non-formal education.

Chen Feng, Indiana University Bloomington

Chen Feng is a doctoral candidate in Instructional System Technology at Indiana University, Bloomington, and brings an academic background with degrees in Psychology, Philosophy, and Educational Technology. Her research interests focus on supporting educators in diverse settings, from K-12 to adult education. With a particular interest in ambitious pedagogies like Problem-Based Learning and the application of emerging technologies such as artificial intelligence, Chen aims to contribute to the evolution of educational practices. Chen’s work is committed to enhancing educational practices in a constantly evolving landscape, striving to equip educators with the tools and knowledge necessary for modern instructional challenges.

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