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How instructional design experts use knowledge and experience to solve ill-structured problems
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
doi:10.1002/piq.20013
fatcat:ibu35w3tovczfe2tffxedbmm7i