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ERIC Number: EJ446270
Record Type: Journal
Publication Date: 1992
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0898-5952
What Do Instructional Designers Actually Do? An Initial Investigation of Expert Practice.
Rowland, Gordon
Performance Improvement Quarterly, v5 n2 p65-86 1992
Describes a study which analyzed think-aloud protocols of four expert and four novice instructional designers working on a design problem in physics instruction. Differences between novices and experts in problem interpretation, problem analysis, problem representation, solution generation, the solution, internal resources, external resources, and decision making are summarized. Implications for assisting and training designers are discussed. (30 references) (MES)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A