Open AccessDesign models as emergent features: An empirical study in communication and shared mental models in instructional
Author(s) -
Luca Botturi
Publication year - 2006
Publication title -
canadian journal of learning and technology
Language(s) - English
Resource type - Journals
eISSN - 1499-6685
pISSN - 1499-6677
DOI - 10.21432/t2ps38
Subject(s) - instructional design , computer science , empirical research , knowledge management , process (computing) , mental model , psychology , process management , multimedia , engineering , cognitive science , philosophy , epistemology , operating system
This paper reports the results of an empirical study that investigated the instructional design process of three teams involved in the development of an e-learning unit. The teams declared they were using the same fast-prototyping design and development model, and were composed of the same roles (although with a different number of SMEs). Results indicate that the design and development model actually informs the activities of the group, but that it is interpreted and adapted by the team for the specific project. Thus, the actual practice model of each team can be regarded as an emergent feature. This analysis delivers insights concerning issues about team communication, shared understanding, individual perspectives and the implementation of prescriptive instructional design models.