Which events can cause iteration in instructional design? An empirical study of the design process |
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Authors: | D M L Verstegen Y F Barnard A Pilot |
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Institution: | (1) Rotterdam Institute for Social Policy Research (RISBO), Erasmus University Rotterdam, P.O. Box 1738, 3800 DR Rotterdam, The Netherlands;(2) EURISCO International, Toulouse, France;(3) IVLOS, Utrecht University, Utrecht, The Netherlands |
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Abstract: | Instructional design is not a linear process: designers have to weigh the advantages and disadvantages of alternative solutions,
taking into account different kinds of conflicting and changing constraints. To make sure that they eventually choose the
most optimal one, they have to keep on collecting information, reconsidering continuously whether their own decisions are
still justified in the light of the latest insights. We have studied the role of iteration during instructional design. For
our research, we have used an ISD-based method for the specification of training simulators. During our empirical evaluation
study, we introduced five events that are likely to cause iteration. The results show that the quality of the designs is not
directly related to the amount of iteration. We conclude that there are different kinds of iteration, triggered by different
kinds of actions and events. We propose a list of triggers for iteration some of which originate from outside (new information,
new opinions/arguments and acquisition procedures); others are caused by, or evolve from interaction with the design process
itself (discovery of missing input, need to repair errors, new insights based on work later on in the design process, and
new ideas of the designers).
in final form: 4 August 2005 |
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Keywords: | causes for iteration instructional design iteration iterative design process specification of instructional products support for iteration training simulators |
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