Role-Based Design: Rethinking Innovation and Creativity in Instructional Design PROCEEDINGS
Charles Miller, Brad Hokanson, University of Minnesota, United States ; Simon Hooper, Penn State University, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
We believe the process of instructional design is in need of foundational transformation, from one of following a codified algorithm to a new way of designing that uses specific roles to define project values, responsibilities, and activities. In our description of Role-Based Design, a contemporary framework for instructional design, we present a series of four archetypes, that is, a selection of real professions that are applicable perspectives for professional behavior in our field. Along with presenting an improvement to current practice, the goal is to stimulate discussion about our role as designers, and more importantly, about the nature of the process of instructional design. In this paper we present a brief overview of current instructional design processes and an illustration of a new framework to foster innovation and creativity throughout the instructional design process.
Miller, C., Hokanson, B. & Hooper, S. (2009). Role-Based Design: Rethinking Innovation and Creativity in Instructional Design. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1804-1811). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 18, 2017 from https://www.learntechlib.org/p/32723/.
© 2009 AACE