ERIC Number: EJ1071542
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Reference Count: 27
Design Ideas, Reflection, and Professional Identity: How Graduate Students Explore the Idea Generation Process
Hutchinson, Alisa; Tracey, Monica W.
Instructional Science: An International Journal of the Learning Sciences, v43 n5 p527-544 Sep 2015
Within design thinking, designers are responsible for generating, testing, and refining design ideas as a means to refine the design problem and arrive at an effective solution. Thus, understanding one's individual idea generation experiences and processes can be seen as a component of professional identity for designers, which involves the integration of knowledge, action, and being in support of the professional self. Using written journal responses from graduate students in an introductory course in instructional design, this study explored how students used reflection to reconstruct experiences relating to the emergence of design ideas. Findings indicate that students were able to use reflection in support of professional identity development concerning design ideas, although attention to emotional aspects was lacking and many struggled to move from descriptive writing to meaning-making. Implications for professional identity development for designers and for future research are discussed.
Descriptors: Graduate Students, Professional Identity, Self Concept, Concept Formation, Introductory Courses, Instructional Design, Reflection, Journal Writing
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A