{"title":"How they define design failure? An investigation of design failure in instructional design practice from the practitioners’ perspective","authors":"","doi":"10.1007/s11423-023-10329-7","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> <p>In this paper, we report findings from a larger study that investigated design failure, as a phenomenon, in instructional design (ID) practice from the perspective of ID practitioners. Following an interpretive phenomenological study design, we interviewed 17 ID practitioners working in diverse settings, seeking their stories of design failure. Throughout the interviews and the analysis of the practitioners’ stories of design failures, we found that ID practitioners define design failure in different ways that are mostly not captured in design literature, that is: design failure as “failure during use of design,” design failure as “failure during process of design,” design failure as “an opportunity for reflection on design actions,” design failure as “an outcome or an event that needs to be avoided/prevented during the process of design,” and design failure as “an outcome or an event that could not be avoided/prevented during the process of design.” These findings and our discussions of them emphasize the generative role design failure plays in ID practice, the richness and the complexity of this phenomenon, and point to implications for IDT scholarship and ID education. In an upcoming paper, we report what ID practitioners attribute design failure to and what is the essence of design failure in ID practice.</p>","PeriodicalId":501584,"journal":{"name":"Educational Technology Research and Development","volume":"1 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Technology Research and Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s11423-023-10329-7","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0
Abstract
In this paper, we report findings from a larger study that investigated design failure, as a phenomenon, in instructional design (ID) practice from the perspective of ID practitioners. Following an interpretive phenomenological study design, we interviewed 17 ID practitioners working in diverse settings, seeking their stories of design failure. Throughout the interviews and the analysis of the practitioners’ stories of design failures, we found that ID practitioners define design failure in different ways that are mostly not captured in design literature, that is: design failure as “failure during use of design,” design failure as “failure during process of design,” design failure as “an opportunity for reflection on design actions,” design failure as “an outcome or an event that needs to be avoided/prevented during the process of design,” and design failure as “an outcome or an event that could not be avoided/prevented during the process of design.” These findings and our discussions of them emphasize the generative role design failure plays in ID practice, the richness and the complexity of this phenomenon, and point to implications for IDT scholarship and ID education. In an upcoming paper, we report what ID practitioners attribute design failure to and what is the essence of design failure in ID practice.
摘要 在本文中，我们报告了一项大型研究的结果，该研究从教学设计（ID）从业者的角度出发，调查了教学设计实践中的设计失败现象。按照解释现象学的研究设计，我们采访了 17 位在不同环境中工作的 ID 实践者，寻找他们关于设计失败的故事。通过访谈和对从业者设计失败故事的分析，我们发现，教学设计从业者以不同的方式定义设计失败，而这些方式大多未被设计文献所记录，即：设计失败是 "设计使用过程中的失败"，设计失败是 "设计过程中的失败"，设计失败是 "对设计行为进行反思的机会"，设计失败是 "设计过程中需要避免/预防的结果或事件"，设计失败是 "设计过程中无法避免/预防的结果或事件"。这些发现和我们对它们的讨论强调了设计失败在 ID 实践中的生成作用、这一现象的丰富性和复杂性，并指出了对 IDT 学术和 ID 教育的影响。在即将发表的一篇论文中，我们将报告 ID 实践者将设计失败归因于什么，以及设计失败在 ID 实践中的本质是什么。
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