An Exploration of Conjecture Strategies Used by Instructional Design Students to Support Design Decision-Making

Autor/inn/en	Stefaniak, Jill; Baaki, John; Stapleton, Laura
Titel	An Exploration of Conjecture Strategies Used by Instructional Design Students to Support Design Decision-Making
Quelle	In: Educational Technology Research and Development, 70 (2022) 2, S.585-613 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stefaniak, Jill)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-022-10092-1
Schlagwörter	Instructional Design; Teaching Methods; Decision Making; Protocol Analysis + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung
Abstract	When instructional designers talk about what they do, they often discuss their outcomes rather than their process. Conjecturing during decision-making requires the instructional designer to build upon their prior knowledge of the situation and experiences and make assumptions based on available information to design an appropriate solution. This quasi-experimental design examined the types of conjecturing strategies used by instructional design students during design decision-making practices. Participants completed a design activity in real time while following a think-aloud protocol that was evaluated in terms of how they employed conjecture strategies. Findings indicate there is a significant correlation between an instructional designer's ability to conjecture and tolerate uncertainty. Additional findings support the use of reflection-in-action to manage uncertainty and explore multiple solutions during the design process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01