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

Peggy A. Ertmer, Donald A. Stepich, Cindy S. York, Ann Stickman, Xuemei (Lily) Wu, Stacey Zurek, Yuksel Goktas
2008 Performance Improvement Quarterly  
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 amalgamation of knowledge and experience to
more » ... rpret 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 the education of novice instructional designers are discussed. ID Expertise ...3
doi:10.1002/piq.20013 fatcat:ibu35w3tovczfe2tffxedbmm7i