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Design for Learning- Principles, Processes, and Praxis, 2021a

Design for Learning- Principles, Processes, and Praxis, 2021a

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References <strong>and</strong> Suggested Readings<br />

Boling, E., Alangari, H., Hajdu, I. M., Guo, M., Gyabak, K., Khlaif, Z.,<br />

Kizilboga, R., Tomita, K., Alsaif, M., Lachheb, A., Bae, H., Ergulec,<br />

F., Zhu, M., Basdogan, M., Buggs, C., Sari., R., &<br />

Techawitthayachinda, R. I. (2017). Core judgments of<br />

instructional designers in practice. Per<strong>for</strong>mance Improvement<br />

Quarterly, 30(3), 199–219. https://edtechbooks.org/-KAqE<br />

Boling, E., & Gray, C. M. (2015). <strong>Design</strong>erly tools, sketching, <strong>and</strong><br />

instructional designers <strong>and</strong> the guarantors of design. In B.<br />

Hokanson, G. Clinton, & M. Tracey (Eds.), The design of learning<br />

experience: Creating the future of educational technology (pp.<br />

109–126). Springer. https://edtechbooks.org/-SdNc<br />

Cross, N. (2001). <strong>Design</strong>erly ways of knowing: <strong>Design</strong> discipline<br />

versus design science. <strong>Design</strong> Issues, 17(3), 49–55.<br />

https://edtechbooks.org/-BwG<br />

Dabbagh, N. & Blijd, C. W. (2010). Students’ perceptions of their<br />

learning experiences in an authentic instructional design context.<br />

Interdisciplinary Journal of Problem-Based <strong>Learning</strong>, 4(1), 6–29.<br />

https://edtechbooks.org/-tmV<br />

Demiral-Uzan, M. (2017). The Development of <strong>Design</strong> Judgment in<br />

Instructional <strong>Design</strong> Students During a Semester in Their<br />

Graduate Program (Doctoral dissertation, Indiana University).<br />

Demiral‐Uzan, M. (2015). Instructional design students’ design<br />

judgment in action. Per<strong>for</strong>mance Improvement Quarterly, 28(3),<br />

7–23. https://edtechbooks.org/-wYF<br />

Ericsson, K. A. (2006). Protocol analysis <strong>and</strong> expert thought:<br />

Concurrent verbalizations of thinking during experts’<br />

per<strong>for</strong>mance on representative tasks. The Cambridge h<strong>and</strong>book of<br />

<strong>Design</strong> <strong>for</strong> <strong>Learning</strong> 264

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