Design - Revision history

Drriel: /* Additional Information */

2024-02-11T02:09:42Z

Additional Information

← Older revision		Revision as of 02:09, 11 February 2024
Line 9:		Line 9:
	During the [[Design (Phase of Design)\|design phase]] of a project, a design team must produce multiple specifications for how the intended product will look, feel, and function. Each of these decisions are recorded in [[Design specifications\|'''design specifications''']], which can be as simple as a few notes written down or as complex as complete documents that outline how things should look and function. The important thing for designers to remember is that they should [[Documentation of Design\|keep a log or journal]] of their design decisions, as they can be referred to later. Design specifications are also passed onto layout and graphic artists as well as app, software, and media developers so that they can create the [[Design feature\|features]] of the product as intended by the designer.		During the [[Design (Phase of Design)\|design phase]] of a project, a design team must produce multiple specifications for how the intended product will look, feel, and function. Each of these decisions are recorded in [[Design specifications\|'''design specifications''']], which can be as simple as a few notes written down or as complex as complete documents that outline how things should look and function. The important thing for designers to remember is that they should [[Documentation of Design\|keep a log or journal]] of their design decisions, as they can be referred to later. Design specifications are also passed onto layout and graphic artists as well as app, software, and media developers so that they can create the [[Design feature\|features]] of the product as intended by the designer.

	Design specifications also must [[Documentation of Design\|document]] any '''specific procedures and the expected actions''' of participants and teachers who engage in the educational experience or product. An inventory of the [[Interactions and activities\|available actions]] that a participant should take, a description of the expected flow of events and interactions, and delineated sequences of expected actions are all an essential part of the design process. These procedures should all be recorded in the design specifications so that they can be accurately created during the [[Development\|development phase]].		Design specifications also must [[Documentation of Design\|document]] any '''specific procedures and the expected actions''' of participants and teachers who engage in the educational experience or product. An inventory of the [[Interactions and activities\|available actions]] that a participant should take, a description of the expected flow of events and interactions, and delineated sequences of expected actions are all an essential part of the design process. These procedures should all be recorded in the design specifications so that they can be accurately created during the [[Development (Phase of Design)\|development phase]].

	During the design phase, designers also begin to consider and specify the '''look and feel, layout, and visual elements''' of how the learning environment and [[Interface\|interfaces]] of the product should appear. The stylistic decisions of design are important decisions that must be made during the design phase, as these often get handed off to artists, technology developers, and other specialists who will create the [[Interface\|interfaces]]. Interface design is a critically important part of design as bad interfaces can severely hinder a learner's ability to engage with the product.		During the design phase, designers also begin to consider and specify the '''look and feel, layout, and visual elements''' of how the learning environment and [[Interface\|interfaces]] of the product should appear. The stylistic decisions of design are important decisions that must be made during the design phase, as these often get handed off to artists, technology developers, and other specialists who will create the [[Interface\|interfaces]]. Interface design is a critically important part of design as bad interfaces can severely hinder a learner's ability to engage with the product.

	When considering the style, feel, and appearance of a product, designers often '''work with ''wireframes, mockups, and prototypes''''' to communicate their intentions and design choices. Wireframes, mockups, and prototypes are also a part of the [[design specifications]] for a product. Design teams might even do initial usability and style design research with potential audiences to get an idea of the audience's preferences for interface design and activity before too many resources are invested in the [[Development\|development phase]] of getting the product actually built.		When considering the style, feel, and appearance of a product, designers often '''work with ''wireframes, mockups, and prototypes''''' to communicate their intentions and design choices. Wireframes, mockups, and prototypes are also a part of the [[design specifications]] for a product. Design teams might even do initial usability and style design research with potential audiences to get an idea of the audience's preferences for interface design and activity before too many resources are invested in the [[Development (Phase of Design)\|development phase]] of getting the product actually built.

	Finally, '''designers consider and create [[Evaluation and assessment\|evaluation plans]]''' during the design process to determine how the product will be evaluated. This includes ensuring that [[Research question\|appropriate research questions]] are asked about the product, that the correct types of [[data]] are collected, and that appropriate [[Analysis method\|analyses]] are conducted to answer the research questions. Designers also consider how [[formative assessment]] will be used to improve the learning experiences of participants while they are in the learning experience, how teachers may be supported during implementation, and how designers might make improvements to the learning experience while it is being implemented.		Finally, '''designers consider and create [[Evaluation and assessment\|evaluation plans]]''' during the design process to determine how the product will be evaluated. This includes ensuring that [[Research question\|appropriate research questions]] are asked about the product, that the correct types of [[data]] are collected, and that appropriate [[Analysis method\|analyses]] are conducted to answer the research questions. Designers also consider how [[formative assessment]] will be used to improve the learning experiences of participants while they are in the learning experience, how teachers may be supported during implementation, and how designers might make improvements to the learning experience while it is being implemented.

Drriel: /* Additional Information */

2024-02-11T02:08:42Z

Additional Information

← Older revision		Revision as of 02:08, 11 February 2024
Line 6:		Line 6:

	==Additional Information==		==Additional Information==
	[[File:ADDIE design.png\|alt=Graphical depiction of the design phase in the ADDIE model\|center\|thumb\|450x450px\|Design phase of the [[ADDIE Model\|ADDIE model]]]]		[[File:ADDIE design.png\|alt=Graphical depiction of the design phase in the ADDIE model\|center\|thumb\|450x450px\|Design phase of the [[ADDIE Model\|ADDIE model]] ]]
	During the [[Design (Phase of Design)\|design phase]] of a project, a design team must produce multiple specifications for how the intended product will look, feel, and function. Each of these decisions are recorded in [[Design specifications\|'''design specifications''']], which can be as simple as a few notes written down or as complex as complete documents that outline how things should look and function. The important thing for designers to remember is that they should [[Documentation of Design\|keep a log or journal]] of their design decisions, as they can be referred to later. Design specifications are also passed onto layout and graphic artists as well as app, software, and media developers so that they can create the [[Design feature\|features]] of the product as intended by the designer.		During the [[Design (Phase of Design)\|design phase]] of a project, a design team must produce multiple specifications for how the intended product will look, feel, and function. Each of these decisions are recorded in [[Design specifications\|'''design specifications''']], which can be as simple as a few notes written down or as complex as complete documents that outline how things should look and function. The important thing for designers to remember is that they should [[Documentation of Design\|keep a log or journal]] of their design decisions, as they can be referred to later. Design specifications are also passed onto layout and graphic artists as well as app, software, and media developers so that they can create the [[Design feature\|features]] of the product as intended by the designer.

Drriel: 1 revision imported

2024-02-09T00:10:17Z

1 revision imported

← Older revision	Revision as of 00:10, 9 February 2024
(No difference)

Drriel: Created page with "'''Design''' is one of the key functions of an instructional designer and a prominent part of the design process. Instructional designers are responsible the design of learning experiences and products that meet the intended goals. '''Design''' is a specific step in the ADDIE model and is considered a critical step before the actual development of a product begins. == Definition== A '''design (noun)'''..."

2023-06-16T00:43:27Z

Created page with "'''Design''' is one of the key functions of an instructional designer and a prominent part of the design process. Instructional designers are responsible the design of learning experiences and products that meet the intended goals. '''Design''' is a specific step in the ADDIE model and is considered a critical step before the actual development of a product begins. == Definition== A '''design (noun)'''..."

New page

'''Design''' is one of the key functions of an [[Instructional design|instructional designer]] and a prominent part of the design process. [[Instructional design|Instructional designers]] are responsible the design of learning experiences and products that meet the intended goals. '''Design''' is a specific step in the [[ADDIE Model|ADDIE model]] and is considered a critical step before the actual [[development]] of a product begins.
== Definition==
A '''design (noun)''' is something that has been created by a designer to achieve a specific purpose. In the case of [[instructional design]], a ''design'' is the combined [[Design specifications|specifications]] of (1) the procedures for [[Interactions and activities|activities]] that [[Participant, student, or learner|learners]] will perform and any instructor will [[Instruction|teach]], (2) the informational [[content]] that will be included in the experience and what forms it will take, and (3) the specifications for how [[Educational technology|technologies]] and the [[learning environment]] in which learners interact will look, feel, and function.

The '''process of design (verb)''' is the series of steps that are taken by an [[Instructional design|instructional designer]] to conceptualize and specify the look, feel, and function of a [[Educational product|product]] or [[Learning experience|experience]]. This includes the design and composition of visual interfaces and specification for artistic elements, such as through wireframes, mockups, and artistic instructions. Additionally, the design process considers the [[Interactions and activities|activities and interactions]] that will makeup a [[Participant, student, or learner|learner's]] and [[Instructor, teacher, or facilitator|teacher's]] [[participation]] in a [[learning experience]] and makes [[Design specifications|specifications]] and procedures for how people are expected to interact to achieve the [[Learning objectives and outcomes|desired learning outcomes]].

==Additional Information==
[[File:ADDIE design.png|alt=Graphical depiction of the design phase in the ADDIE model|center|thumb|450x450px|Design phase of the [[ADDIE Model|ADDIE model]]]]
During the [[Design (Phase of Design)|design phase]] of a project, a design team must produce multiple specifications for how the intended product will look, feel, and function. Each of these decisions are recorded in [[Design specifications|'''design specifications''']], which can be as simple as a few notes written down or as complex as complete documents that outline how things should look and function. The important thing for designers to remember is that they should [[Documentation of Design|keep a log or journal]] of their design decisions, as they can be referred to later. Design specifications are also passed onto layout and graphic artists as well as app, software, and media developers so that they can create the [[Design feature|features]] of the product as intended by the designer.

Design specifications also must [[Documentation of Design|document]] any '''specific procedures and the expected actions''' of participants and teachers who engage in the educational experience or product. An inventory of the [[Interactions and activities|available actions]] that a participant should take, a description of the expected flow of events and interactions, and delineated sequences of expected actions are all an essential part of the design process. These procedures should all be recorded in the design specifications so that they can be accurately created during the [[Development|development phase]].

During the design phase, designers also begin to consider and specify the '''look and feel, layout, and visual elements''' of how the learning environment and [[Interface|interfaces]] of the product should appear. The stylistic decisions of design are important decisions that must be made during the design phase, as these often get handed off to artists, technology developers, and other specialists who will create the [[Interface|interfaces]]. Interface design is a critically important part of design as bad interfaces can severely hinder a learner's ability to engage with the product.

When considering the style, feel, and appearance of a product, designers often '''work with ''wireframes, mockups, and prototypes''''' to communicate their intentions and design choices. Wireframes, mockups, and prototypes are also a part of the [[design specifications]] for a product. Design teams might even do initial usability and style design research with potential audiences to get an idea of the audience's preferences for interface design and activity before too many resources are invested in the [[Development|development phase]] of getting the product actually built.

Finally, '''designers consider and create [[Evaluation and assessment|evaluation plans]]''' during the design process to determine how the product will be evaluated. This includes ensuring that [[Research question|appropriate research questions]] are asked about the product, that the correct types of [[data]] are collected, and that appropriate [[Analysis method|analyses]] are conducted to answer the research questions. Designers also consider how [[formative assessment]] will be used to improve the learning experiences of participants while they are in the learning experience, how teachers may be supported during implementation, and how designers might make improvements to the learning experience while it is being implemented.

'''Tasks of the design phase'''

Many tasks of the design phase are provided on this wiki's [[Design (Phase of Design)|page dedicated to doing design work]].

==Tips and Tricks==

* The design phase is where most of the planning the [[Design feature|design features]], look, feel, and function of your product will take place. Additionally, you will need to design the types and sequences of [[Interactions and activities|activities and interactions]] that learners will perform as they use the product to achieve the [[Learning objectives and outcomes|learning objectives]].
* Each interaction and activity should have the expected procedures and flow of activity described as a [[Design specifications|design specification]]. A specification does not have to be in a separate document, but should at least be recorded somewhere. Specifications can be as short as a sentence or paragraph and serve as a description of how you expect people to interact, what you expect them to perform, and how and why you expect these actions to help them achieve [[Learning objectives and outcomes|learning objectives]].
* During the design phase, keep ample records and journals of your design decisions through [[Documentation of Design|design documentation]]. This can be helpful to you as you return back to your design decisions if something needs to change or if you need to describe the design to another person, such as an artist or developer.

==Related Concepts==

* [[Design specifications]]
* [[Interface]]
* [[ADDIE Model|ADDIE model]]
* [[Design (Phase of Design)|Tasks of the design phase (Step-by-step procedures)]]

==Examples==

None yet - check back soon!

== External Resources==

None yet - check back soon!