Core Judgments of Instructional Designers in Practice. Issue 3 (23rd October 2017)

• Record Type: Journal Article
• Authors: Boling, Elizabeth; Alangari, Husa; Hajdu, Ilona Marie; Guo, Meize; Gyabak, Khendum; Khlaif, Zuheir; Kizilboga, Remzi; Tomita, Kei; Alsaif, Manal; Lachheb, Ahmed; Bae, Haesol; Ergulec, Fatih; Zhu, Meina; Basdogan, Merve; Buggs, Candace; Sari, Annisa; Techawitthayachinda, Ratrapee "Inging"
• Is Part Of: Performance improvement quarterly. Volume 30:Issue 3(2017)
• Page Start: 199
• Page End: 219
• Publication Date: 2017-10-23
• Subjects: Performance technology -- Periodicals; Performance -- Periodicals; Organizational effectiveness -- Periodicals; Employees -- Training of -- Periodicals; Educational technology -- Periodicals; 658.401305
• DOI: 10.1002/piq.21250
• Languages: English
• ISSNs: 0898-5952

Abstract

Abstract : The tacit beliefs that affect all the judgments made during the design process (core judgments) of 11 practicing instructional designers were studied via their discussions of strong and weak designs during interviews. Transcripts were analyzed from a phenomenological perspective. The study demonstrates that while designer judgment is rarely discussed in the field, these designers do appear to bring core judgments to bear on their designing, and these judgments are complex in nature. Researchers argue that core judgment, unaccounted for in rational models of instructional design, requires further attention from scholars and design educators.