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2015 - Accelerate Learning: Racing into the Future - AECT Words: 75 words || 
1. Ondin, Zeynep. "Essential Characteristics of Design Process in the Instructional Design Practices with Comparison to General Characteristics of Design Thinking in Different Design Fields" Paper presented at the annual meeting of the Accelerate Learning: Racing into the Future - AECT, Hyatt Regency, Indianapolis, Indiana, Nov 03, 2015 <Not Available>. 2020-02-25 <>
Publication Type: Concurrent Presentation
Review Method: Peer Reviewed
Abstract: This proposal reports a study on exploring differences and similarities of design process in Instructional Design practices with the general characteristics of design thinking in different design fields. Some researchers claim that instructional design field should reconsider its professional identity and practices in a way to reflect intuitive, rational, convergent and divergent design process. Therefore, this study investigates the nature of design process in instructional design by comparing it to essential features of design thinking.

2019 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
2. Crawford, Caroline. and Moffett, Noran. "Rethinking Program Design, Shifting from Andragogy towards Heutagogy: Programmatic Design that Leads into Learner-Focused and Learner-Determined Curricular Design" Paper presented at the annual meeting of the Association of Teacher Educators, Sheraton Atlanta Hotel, Atlanta, Georgia, Feb 17, 2019 Online <PDF>. 2020-02-25 <>
Publication Type: Multiple Paper Format
Review Method: Peer Reviewed
Abstract: The ultimate efforts around program design and curricular design are self-determined learning and lifelong learning. The next step forward is a heutagogical approach towards framing the learner experience.

2012 - AECT International Convention Words: 70 words || 
3. Irlbeck, Sonja A.., Rozitis, Christopher., Nativio, Alaine. and Smith, Shari. "RT-R08 Research Updates on Instructional Design Skills of Faculty Designers: How Do Teachers Design Instruction?" Paper presented at the annual meeting of the AECT International Convention, The Galt House, Louisville, KY, Oct 30, 2012 <Not Available>. 2020-02-25 <>
Publication Type: Roundtable
Review Method: Peer Reviewed
Abstract: With increasing frequency, secondary and post secondary courses are taught online, yet research has not clearly described how these courses are being designed and developed for effective learning. Who is designing these courses? How are they trained for the task? What resources are available? What processes are followed? How is quality confirmed? These are some questions that will be addressed by findings from three doctoral dissertations being conducted in 2012.

2015 - Accelerate Learning: Racing into the Future - AECT Words: 64 words || 
4. Valentine, Keri. and Jensen, Lucas. "P04 D&D- A Framework for Investigating Game-Design Activity: Relating Design Practices and Design Thinking" Paper presented at the annual meeting of the Accelerate Learning: Racing into the Future - AECT, Hyatt Regency, Indianapolis, Indiana, Nov 03, 2015 <Not Available>. 2020-02-25 <>
Publication Type: Poster Sessions
Review Method: Peer Reviewed
Abstract: This presentation communicates a conceptual framework used for both the development and empirical investigation of game-design among 11-17 year olds. Designers interested in creating game-design experiences for young learners and researchers investigating design practices and design thinking may find the framework useful for their own work. In particular, we plan to discuss conjectured relationships between design practices (engineering and game design) and design thinking.

2012 - MWERA Annual Meeting Words: 280 words || 
5. Richardson, Robyn. "Design Literacy for Non-Designers: Experience the Fundamentals of Design Practice to Enhance Curriculum Development and Content Delivery." Paper presented at the annual meeting of the MWERA Annual Meeting, Hilton Orrington Hotel, Evanston, Illinois, <Not Available>. 2020-02-25 <>
Publication Type: Paper Presentation
Abstract: The goal of this workshop is to teach fundamental design literacy. Just as we learned
the fundamentals of math and language in early schooling, the basics of design can be
taught to and be beneficial for non-designers. Mathematics and language literacy
aren’t reserved for an advanced level of educational achievement but are basic tools
for developing the ability to learn a system. Design literacy, like math and language,
begins by learning and then applying basic system elements in practice. Though this
session won't create expert designers, one need not be a degreed mathematician to
solve basic math problems. The idea is to provide basic design literacy to participants
so that they can better "read" and "write" design systems in their own lives and begin
to reflect upon and enhance curriculum development through the lens of design
principles and practices.

The connotation of literacy has shifted from reading language to include
comprehending knowledge systems. (Thackara 2005) Educators and designers are
using the term to describe the critical cognitive function of decoding a system in order
to create meaning and then leveraging the system for application. Literacy: A
Rede!nition discusses language literacy through the behaviors of reading and writing
but argues that the concept ought to be re-examined in the context of current social
conditions and needs. Literacy is re-conceived as a cognitive approach in which "the
mind depends on organization for effectiveness, and so purpose and coherence are
essential in breaking down a complex task; metacognitive learning is more long lasting
and transferrable, and so the learning context needs to be iterative and social; that
enables problem solving and enhances communication ability.” (Ellsworth 2004)
Empowering a population with the practice of design literacy will enhance pedagogical
approaches because it provides the user with an extra set of tools with which to create
and deliver content.

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