The Design Implementation Framework: Iterative Design from the Lab to the Classroom
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| Title: | The Design Implementation Framework: Iterative Design from the Lab to the Classroom |
|---|---|
| Language: | English |
| Authors: | Stone, Melissa L., Kent, Kevin M., Roscoe, Rod D., Corley, Kathleen M., Allen, Laura K., McNamara, Danielle S. |
| Source: | Grantee Submission. 2017. |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2017 |
| Sponsoring Agency: | Institute of Education Sciences (ED) Office of Naval Research (ONR) |
| Contract Number: | R305A120707 R305A130124 R305A170163 N000141410343 |
| Document Type: | Reports - Research |
| Descriptors: | Intelligent Tutoring Systems, Design, Usability, Barriers, Educational Technology, Writing Instruction, Writing Strategies, Teachers, Participation, Partnerships in Education, Educational Research, Models, Focus Groups |
| Geographic Terms: | District of Columbia, Tennessee (Memphis) |
| Abstract: | This chapter explores three broad principles of user-centered design methodologies: participatory design, iteration, and usability considerations. The authors highlight the importance of considering teachers as a prominent type of ITS end user, by describing the barriers teachers face as users and their role in educational technology design. To exemplify these points, they draw upon their experiences in developing the Writing Pal--an ITS for writing strategy instruction. The chapter concludes by offering a design approach--the Design Implementation Framework (DIF)--that builds upon existing cyclical design methods but is tailored to the design of ITSs and other educational technologies. [This article was published in: R. D. Roscoe, S. D. Craig, & I. Douglas (Eds). "End-user considerations in educational technology design" (pp. 76-98). Hershey, PA: IGI Global.] |
| Abstractor: | As Provided |
| Number of References: | 89 |
| IES Funded: | Yes |
| Entry Date: | 2017 |
| Accession Number: | ED577111 |
| Database: | ERIC |
| Abstract: | This chapter explores three broad principles of user-centered design methodologies: participatory design, iteration, and usability considerations. The authors highlight the importance of considering teachers as a prominent type of ITS end user, by describing the barriers teachers face as users and their role in educational technology design. To exemplify these points, they draw upon their experiences in developing the Writing Pal--an ITS for writing strategy instruction. The chapter concludes by offering a design approach--the Design Implementation Framework (DIF)--that builds upon existing cyclical design methods but is tailored to the design of ITSs and other educational technologies. [This article was published in: R. D. Roscoe, S. D. Craig, & I. Douglas (Eds). "End-user considerations in educational technology design" (pp. 76-98). Hershey, PA: IGI Global.] |
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