Driven to Abstraction: A Design Case

Autor/inn/en	Shifflett, Jim; Herman, Kristin; Hines, Lisa; Nikiema, Jacqueline
Titel	Driven to Abstraction: A Design Case
Quelle	In: International Journal of Designs for Learning, 13 (2022) 1, S.96-113 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Instructional Design; Online Courses; Internship Programs; Courts; Records (Forms); Documentation; Computer Software; Information Systems; Decision Making; Feedback (Response); Real Estate; Course Descriptions; Cognitive Ability; Curriculum Development; Aesthetics; Graduate Students; Educational Technology; Departments; Ownership; Advanced Courses; Virginia; Virginia (Norfolk) + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Berufspraktische Ausbildung; Court; Gerichtshof; Formularsammlung; Dokumentation; Decision-making; Entscheidungsfindung; Grundstück; Kursstrukturplan; Denkfähigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ästhetik; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Unterrichtsmedien; Department; Abteilung; Eigentum; Fortgeschrittenenunterricht
Abstract	This design case documents the development of a new online training program to teach circuit court interns in Wise County, Virginia, how to create smart land records, or land record abstracts stored on a blockchain. The authors first describe the instructional context behind land record abstraction and the clients' original specifications for the curriculum. The authors then detail their empathic design approach, design decisions based on clients' feedback, and reflections-in-action at key points in the course's development. Major design decisions included the composition of a frame narrative to link the course modules, the reordering of the curriculum to mitigate the significant cognitive load in the training's content, and the use of both vertical and horizontal development to maintain aesthetic consistency. This paper concludes with the rationale for the evaluation plan and the establishment of a "multigenerational" partnership between the clients and new graduate students in the Instructional Design & Technology program at Old Dominion University. (As Provided).
Anmerkungen	Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: ijdl@indiana.edu; Web site: https://scholarworks.iu.edu/journals/index.php/ijdl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01