Abstract
The faculty of a doctoral program in educational technology started with a reconsideration of their qualifying exams and ended by redesigning every aspect of the program, establishing a structure of interdependent components that emphasizes learning experiences leading to the dissertation. The design is described using a fictional, composite student persona with emphasis on how the learning experience is structured and the several forms of design failure encountered during the process and afterward. The challenge of maintaining the program design over time is addressed.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
Reference
Schön, D. A. (1985). The design studio: An exploration of its traditions and potentials. International Specialized Book Service Incorporated.
Acknowledgments
Thanks is extended, with gratitude, to all the members of faculty who participated in the original design—Bob Appelman, Barbara Bichelmeyer, Tom Brush, Ivor Davies, Ted Frick, Mike Molenda, Jim Pershing, and Charlie Reigeluth.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Association for Educational Communications and Technology (AECT)
About this chapter
Cite this chapter
Boling, E. (2021). Learning Experience in an Instructional Design Doctoral Program: A Redesign Case. In: Hokanson, B., Exter, M., Grincewicz, A., Schmidt, M., Tawfik, A.A. (eds) Learning: Design, Engagement and Definition. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-030-85078-4_8
Download citation
DOI: https://doi.org/10.1007/978-3-030-85078-4_8
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-85077-7
Online ISBN: 978-3-030-85078-4
eBook Packages: EducationEducation (R0)