The development of ID students' design judgment over a semester is both perceptible and personal¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Development of design judgment was perceptible across the semester in students' exercise of judgment. → Muruvvet Demiral-Uzan 2024 q2 i? Development of design judgment is personal, varying from person to person because design judgment is unique to each designer. → Muruvvet Demiral-Uzan 2024

Evidence¶

Muruvvet Demiral-Uzan 2024¶

Muruvvet Demiral-Uzan, Elizabeth Boling. (2024). Instructional design students’ design judgment development. Education Tech Research Dev. https://doi.org/10.1007/s11423-024-10361-1

q2 · i? · qualitative · r2

Finding from the qualitative multi-case study of eight ID students across four institutions, drawn from thematic analysis of interviews and design documents. The article reports that "the development of their design judgment is both perceptible and personal." Case tables show divergent individual patterns, e.g., Husain's and Garry's differing trajectories.

"Lastly, the development of their design judgment is both perceptible and personal."

Discussion¶

Related Claims¶

• ID students' reflective design judgment fluctuates across the design process and often increases as the design progresses, moving from unreflective to reflective judgments — related
• Instructional design students make multiple design judgments concurrently and constantly, with different judgment types clustered within single design moments — related
• When ID students lack prior experience with a design activity, they tend to follow guidelines and make judgments without reflection, especially in formative evaluation — related
• In a qualitative case study of three social-studies teacher candidates, pedagogical judgment appeared to grow over a clinical semester of structured, iterative support aligned to rubric competencies — related