E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-90-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Instructional design theorists tend to focus on user experience or designer frameworks. There is a gaping hole in research surrounding another important cog of the instructional design team—the client. The client is the person who typically pays for or requisitions a design in the first place. Yet all too often the client is left out of most design cycle processes and theories. In short, designer and user have been heavily discussed while the client is absent from almost all the literature on the subject of instructional design. In this paper an analytic model is presented with the idea of including the client in the instructional design model. It is postulated that design is an ongoing process which is interactive and collaborative. The client is an inherently pragmatic player in design and should be treated as such in any further design process discussion. The author proposes a designer-client interaction model called 2(ICD).
Hatten, J. (2011). Proposing the 2(ICD) Design Model: How Interactive Inclusive Collaboration with the Client Informs Better Development and Design. In C. Ho & M. Lin (Eds.), Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (pp. 1261-1267). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2011 AACE