Instructional design students make multiple design judgments concurrently and constantly, with different judgment types clustered within single design moments¶

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? ID students working on semester-long design projects make multiple design judgments concurrently and constantly rather than serially. → Muruvvet Demiral-Uzan 2024 q2 i? Different types of design judgment (e.g., framing, instrumental, appreciative, navigational, quality, connective) are clustered within a single design moment. → 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

Qualitative multi-case study of eight ID students; coding of interview excerpts and design documents using the operationalized design judgment framework showed clustering. The article states the excerpt "demonstrates how different types of design judgments are clustered in a design moment."

"This excerpt also demonstrates how different types of design judgments are clustered in a design moment."

Discussion¶

Related Claims¶

• The development of ID students' design judgment over a semester is both perceptible and personal — related
• ID students' reflective design judgment fluctuates across the design process and often increases as the design progresses, moving from unreflective to reflective judgments — 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