Core Judgment: An Empirical Investigation Into the Implicit Philosophical Orientation of Practicing Instructional Designers

• In Event: Examining Design Education and Lifelong Learning

Abstract

Nelson and Stolterman (2012) make a convincing case for a view of design in which he designer’s character is considered integral and critical to designing. In this view, core judgment is used to refer to tacit philosophies held by designers, and is considered to guide design actions more fundamentally than explicit guidelines and knowledge. A dozen non-academic instructional designers (IDs) from the US and abroad were interviewed seeking insight into this tacit dimension of their practice. Ongoing analysis reveals that IDs struggle to distinguish core judgment from design process, that they hold philosophical positions more nuanced than the expressed “efficiency and effectiveness” position of the field, and that they often feel constrained from acting consistently with their core judgments.

Authors

• Elizabeth Boling, Indiana University

• Husa Alangari, Indiana University

• Orneal Andre Brown, Indiana University - Bloomington

• Muruvvet Demiral-Uzan, Indiana University - Bloomington

• Roosevelt T. Faulkner, Indiana University - Bloomington

• Khendum Gyabak-Kumka, Indiana University - Bloomington

• Ilona Marie Hajdu, Indiana University

• Zuheir N Khlaif, Indiana University - Bloomington

• Remzi Kizilboga, Indiana University - Bloomington

• Kei Tomita, Indiana University - Bloomington

• Meize Guo, Indiana University - Bloomington