{"title":"Are we teaching novice instructional designers to be creative? A qualitative case study","authors":"","doi":"10.1007/s11251-023-09656-2","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> <p>Creativity is a valuable skill for instructional designers. However, few studies have researched creativity in instructional design (ID) graduate courses. Future professionals' creative thinking is necessary to address societal, technological, and economic challenges. Developing creative thinking in novice instructional designers could allow them to generate creative solutions to ill-structured problems in real-world contexts. This multiple case study investigated the extent to which the nine core courses in an online instructional design master’s program encouraged creativity. We conducted a document analysis of course materials for each course, to analyze whether creativity indicators derived from creativity literature were present. Subsequently, a cross-case synthesis was used to identify patterns across the cases. Semi-structured interviews of the lead course instructors were conducted to evaluate the extent to which they deliberately included creativity concepts into the course design process. Results indicated core courses include learning activities and instructional strategies with the potential to foster creativity. However, explicit references mentioning creativity or being creative were only found in three courses. Lead instructors considered creativity an important aspect of teaching and learning and a concept that needs to be further developed and discussed in ID education. Implications for instructional design education are discussed.</p>","PeriodicalId":47990,"journal":{"name":"Instructional Science","volume":"34 1","pages":""},"PeriodicalIF":2.6000,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Instructional Science","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11251-023-09656-2","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Creativity is a valuable skill for instructional designers. However, few studies have researched creativity in instructional design (ID) graduate courses. Future professionals' creative thinking is necessary to address societal, technological, and economic challenges. Developing creative thinking in novice instructional designers could allow them to generate creative solutions to ill-structured problems in real-world contexts. This multiple case study investigated the extent to which the nine core courses in an online instructional design master’s program encouraged creativity. We conducted a document analysis of course materials for each course, to analyze whether creativity indicators derived from creativity literature were present. Subsequently, a cross-case synthesis was used to identify patterns across the cases. Semi-structured interviews of the lead course instructors were conducted to evaluate the extent to which they deliberately included creativity concepts into the course design process. Results indicated core courses include learning activities and instructional strategies with the potential to foster creativity. However, explicit references mentioning creativity or being creative were only found in three courses. Lead instructors considered creativity an important aspect of teaching and learning and a concept that needs to be further developed and discussed in ID education. Implications for instructional design education are discussed.
摘要 创造力是教学设计人员的一项宝贵技能。然而，很少有研究对教学设计（ID）研究生课程中的创造力进行研究。未来的专业人员必须具备创造性思维，才能应对社会、技术和经济方面的挑战。培养新手教学设计师的创造性思维，可以让他们在现实世界中为结构不完善的问题提出创造性的解决方案。这项多案例研究调查了在线教学设计硕士课程中的九门核心课程在多大程度上鼓励了创造性。我们对每门课程的教材进行了文档分析，以分析是否存在源自创造力文献的创造力指标。随后，我们进行了跨案例综合，以确定各案例的模式。对课程主讲教师进行了半结构式访谈，以评估他们在课程设计过程中有意纳入创造力概念的程度。结果表明，核心课程包括有可能培养创造力的学习活动和教学策略。不过，只有三门课程明确提到了创造力或创造性。主讲教师认为，创造力是教学的一个重要方面，也是 ID 教育中需要进一步发展和讨论的一个概念。本文讨论了对教学设计教育的启示。
期刊介绍：
Instructional Science, An International Journal of the Learning Sciences, promotes a deeper understanding of the nature, theory, and practice of learning and of environments in which learning occurs. The journal’s conception of learning, as well as of instruction, is broad, recognizing that there are many ways to stimulate and support learning. The journal encourages submission of research papers, covering a variety of perspectives from the learning sciences and learning, by people of all ages, in all areas of the curriculum, in technologically rich or lean environments, and in informal and formal learning contexts. Emphasizing reports of original empirical research, the journal provides space for full and detailed reporting of major studies. Regardless of the topic, papers published in the journal all make an explicit contribution to the science of learning and instruction by drawing out the implications for the design and implementation of learning environments. We particularly encourage the submission of papers that highlight the interaction between learning processes and learning environments, focus on meaningful learning, and recognize the role of context. Papers are characterized by methodological variety that ranges, for example, from experimental studies in laboratory settings, to qualitative studies, to design-based research in authentic learning settings. The Editors will occasionally invite experts to write a review article on an important topic in the field. When review articles are considered for publication, they must deal with central issues in the domain of learning and learning environments. The journal accepts replication studies. Such a study should replicate an important and seminal finding in the field, from a study which was originally conducted by a different research group. Most years, Instructional Science publishes a guest-edited thematic special issue on a topic central to the journal''s scope. Proposals for special issues can be sent to the Editor-in-Chief. Proposals will be discussed in Spring and Fall of each year, and the proposers will be notified afterwards. To be considered for the Spring and Fall discussion, proposals should be sent to the Editor-in-Chief by March 1 and October 1, respectively. Please note that articles that are submitted for a special issue will follow the same review process as regular articles.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
