Designing with Forgiveness in Mind for the Process

Dickson-Deane, C

Designing with Forgiveness in Mind for the Process

Dickson-Deane, C

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Publisher:: Springer Cham
Publication Type:: Chapter
Citation:: Handbook of Research in Educational Communications and Technology: Learning Design, 2020, pp. 661-673
Issue Date:: 2020

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Field	Value	Language
dc.contributor.author	Dickson-Deane, C https://orcid.org/0000-0002-5504-7856
dc.contributor.editor	Bishop, MJ
dc.contributor.editor	Boling, E
dc.contributor.editor	Elen, J
dc.contributor.editor	Svihla, V
dc.date.accessioned	2021-03-12T06:57:33Z
dc.date.available	2021-03-12T06:57:33Z
dc.date.issued	2020
dc.identifier.citation	Handbook of Research in Educational Communications and Technology: Learning Design, 2020, pp. 661-673
dc.identifier.isbn	978-3-030-36118-1
dc.identifier.uri	http://hdl.handle.net/10453/147076
dc.description.abstract	As an instructional designer in academia, the design process tends to include numerous levels of permissions, allowances, and then revisions. Sometimes the need for permissions can seem to be a hindrance to the progress, regardless of the priority, need, and impact of the impending design. This design case discusses the struggle of managing individual and organizational expectations and how important this activity can impact the design process. The case presents one view of a design project where strategic objectives need to be met even with a reduced timeline. The case also shows how relying on individual enthusiasm in the absence of inter- and intrapersonal skills and a complete needs analysis can create different outcomes for all involved.
dc.format.extent	39
dc.language	en
dc.publisher	Springer Cham
dc.relation.ispartof	Handbook of Research in Educational Communications and Technology: Learning Design
dc.relation.isbasedon	10.1007/978-3-030-36119-8_30
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.title	Designing with Forgiveness in Mind for the Process
dc.type	Chapter
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
utslib.copyright.embargo	2022-09-22T00:00:00+1000Z
dc.date.updated	2021-03-12T06:57:31Z
pubs.publication-status	Published

Abstract:

As an instructional designer in academia, the design process tends to include numerous levels of permissions, allowances, and then revisions. Sometimes the need for permissions can seem to be a hindrance to the progress, regardless of the priority, need, and impact of the impending design. This design case discusses the struggle of managing individual and organizational expectations and how important this activity can impact the design process. The case presents one view of a design project where strategic objectives need to be met even with a reduced timeline. The case also shows how relying on individual enthusiasm in the absence of inter- and intrapersonal skills and a complete needs analysis can create different outcomes for all involved.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/147076