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

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.