Documenting Design Ideas: How Graduate Instructional Design Students Reflect on Idea Generation

• In Event: 46.087 - Poster Session 8
  In Poster Session: 46.087-7 - The Design of Instruction

Abstract

Professional identity development for instructional designers has received little attention in the academic literature. However, as the field becomes increasingly aligned with design thinking, it will be crucial to support emerging instructional designers in developing professional identities that are capable of managing the complexities and expectations of design practitioners within this framework. Idea generation is foundational to the designer’s role, and thus a core component of designer identity. This study examines how graduate students in ID use reflective writing to explore their experience with idea generation, in terms of sudden inspiration and well as other stimuli or activities that spurred ideas in the context of a design case study.

Authors

• Alisa Hutchinson, Wayne State University

• Monica W. Tracey, Wayne State University