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ERIC Number: EJ738358
Record Type: Journal
Publication Date: 2004
Pages: 5
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-8756-3894
EISSN: N/A
Available Date: N/A
Using Student-Developed Scenarios to Couple Design and Reflection
Shambaugh, Neal
TechTrends: Linking Research & Practice to Improve Learning, v48 n3 p26-30 2004
Students in instructional design (ID) courses typically propose a solution to an instructional problem without a clear understanding of the instructional problem. Often, this type of response is disconcerting to ID instructors. Owing to the way in which the ID process is managed, significant time may pass between design proposal and design review. In this article the author discusses ways to get students to think about the implications of their decisions, while simultaneously moving their decision-making forward. To address this instructional problem, the author, an ID instructor, chose scenarios as a design activity, and used these scenarios to introduce students to instructional problems and ID approaches. The goal is to couple design thinking and reflection more tightly as one designs, keeping the design cycle moving forward. (Contains 2 figures.)
Association for Educational Communications and Technology, 1800 N. Stonelake Dr., Suite 2, Bloomington, IN 47408. Tel: 877-677-2328 (Toll Free); Tel: 812-335-7675; e-mail: aect@aect.org; Web site: http://www.aect.org/Publications/index.asp.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A