Procedural Principles of Design: The Role of Analysis and Evaluation in Educational Design Processes

Irene Visscher-Voerman

    Research output: Contribution to conferencePaper

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    Abstract

    Educational designers conduct a variety of design activities in practice. Building on several reconstructive
    studies of design practice, 8 procedural design principles, related to analysis and formative evaluation activities were
    formulated and discussed and elaborated in a one-day workshop with 24 educational designers from various
    contexts. Purpose was to check the extent to which these designers thought these principles were valid for their own
    situation, and to increase the robustness of the principles, by further specifying and contextualizing them. The results
    of the workshop show that the amount of innovation of the product to be designed impacts the way in which analysis
    and evaluation activities are conducted. Results also show that analysis and evaluation strategies differ in education
    versus training contexts, or in generic versus specific situations.
    Original languageEnglish
    Pages454-465
    Publication statusPublished - 23 Oct 2007
    Event2007 AECT Convention: Learning Within the Kaleidoscope: A Culture of Technology - Anaheim, United States
    Duration: 23 Oct 200727 Oct 2007

    Conference

    Conference2007 AECT Convention
    CountryUnited States
    CityAnaheim
    Period23/10/0727/10/07

    Keywords

    • METIS-243767

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