Understanding Distinctions of Worth in the Practices of Instructional Design Teams

Abstract In this article we report our research into the concerns and other matters of significance for members of instructional design teams. Specifically we studied how members of a design team depicted the quality of their own motives while participating in team pursuits. This is a type of self-e...
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Autor*in:	McDonald, Jason K. [verfasserIn] Jackson, Brenton D. [verfasserIn] Hunter, McKayla B. [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2021

Schlagwörter:	Instructional design Design practice Distinctions of worth Instructional design teams Case study

Anmerkung:	© Association for Educational Communications and Technology 2021

Übergeordnetes Werk:	Enthalten in: Educational technology research and development - Heidelberg : Springer, 1989, 69(2021), 3 vom: 04. Mai, Seite 1641-1663
Übergeordnetes Werk:	volume:69 ; year:2021 ; number:3 ; day:04 ; month:05 ; pages:1641-1663

Links:	Volltext

DOI / URN:	10.1007/s11423-021-09995-2

Katalog-ID:	SPR044490038

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allfields	10.1007/s11423-021-09995-2 doi (DE-627)SPR044490038 (SPR)s11423-021-09995-2-e DE-627 ger DE-627 rakwb eng 370 ASE 80.03 bkl McDonald, Jason K. verfasserin aut Understanding Distinctions of Worth in the Practices of Instructional Design Teams 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Educational Communications and Technology 2021 Abstract In this article we report our research into the concerns and other matters of significance for members of instructional design teams. Specifically we studied how members of a design team depicted the quality of their own motives while participating in team pursuits. This is a type of self-evaluation known as drawing distinctions of worth. Our research took the form of a case study, focusing on an instructional design team at a university in the United States. Based on interviews with team members and observations of their work, we developed an account of our research participant’s distinctions of worth organized around three themes: (a) distinctions of worth could guide their decision-making more than did the goals of the project; (b) competing distinctions of worth could be difficult for them to reconcile; and (c) their distinctions of worth could be accompanied by unanticipated costs. Overall, these themes reflect that distinctions of worth were a real aspect of our participants’ team involvement, and not merely their subjective responses to situational factors. This has implications for those managing teams or otherwise helping teams improve, which we discuss. We also discuss how research into instructional design teams that only focuses on external dynamics team members experience, and not on factors such as their distinctions of worth, cannot fully account for what it means for people to contribute towards team outcomes. Instructional design (dpeaa)DE-He213 Design practice (dpeaa)DE-He213 Distinctions of worth (dpeaa)DE-He213 Instructional design teams (dpeaa)DE-He213 Case study (dpeaa)DE-He213 Jackson, Brenton D. verfasserin aut Hunter, McKayla B. verfasserin aut Enthalten in Educational technology research and development Heidelberg : Springer, 1989 69(2021), 3 vom: 04. Mai, Seite 1641-1663 (DE-627)46190859X (DE-600)2164476-7 1556-6501 nnns volume:69 year:2021 number:3 day:04 month:05 pages:1641-1663 https://dx.doi.org/10.1007/s11423-021-09995-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 80.03 ASE AR 69 2021 3 04 05 1641-1663
spelling	10.1007/s11423-021-09995-2 doi (DE-627)SPR044490038 (SPR)s11423-021-09995-2-e DE-627 ger DE-627 rakwb eng 370 ASE 80.03 bkl McDonald, Jason K. verfasserin aut Understanding Distinctions of Worth in the Practices of Instructional Design Teams 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Educational Communications and Technology 2021 Abstract In this article we report our research into the concerns and other matters of significance for members of instructional design teams. Specifically we studied how members of a design team depicted the quality of their own motives while participating in team pursuits. This is a type of self-evaluation known as drawing distinctions of worth. Our research took the form of a case study, focusing on an instructional design team at a university in the United States. Based on interviews with team members and observations of their work, we developed an account of our research participant’s distinctions of worth organized around three themes: (a) distinctions of worth could guide their decision-making more than did the goals of the project; (b) competing distinctions of worth could be difficult for them to reconcile; and (c) their distinctions of worth could be accompanied by unanticipated costs. Overall, these themes reflect that distinctions of worth were a real aspect of our participants’ team involvement, and not merely their subjective responses to situational factors. This has implications for those managing teams or otherwise helping teams improve, which we discuss. We also discuss how research into instructional design teams that only focuses on external dynamics team members experience, and not on factors such as their distinctions of worth, cannot fully account for what it means for people to contribute towards team outcomes. Instructional design (dpeaa)DE-He213 Design practice (dpeaa)DE-He213 Distinctions of worth (dpeaa)DE-He213 Instructional design teams (dpeaa)DE-He213 Case study (dpeaa)DE-He213 Jackson, Brenton D. verfasserin aut Hunter, McKayla B. verfasserin aut Enthalten in Educational technology research and development Heidelberg : Springer, 1989 69(2021), 3 vom: 04. Mai, Seite 1641-1663 (DE-627)46190859X (DE-600)2164476-7 1556-6501 nnns volume:69 year:2021 number:3 day:04 month:05 pages:1641-1663 https://dx.doi.org/10.1007/s11423-021-09995-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 80.03 ASE AR 69 2021 3 04 05 1641-1663
allfields_unstemmed	10.1007/s11423-021-09995-2 doi (DE-627)SPR044490038 (SPR)s11423-021-09995-2-e DE-627 ger DE-627 rakwb eng 370 ASE 80.03 bkl McDonald, Jason K. verfasserin aut Understanding Distinctions of Worth in the Practices of Instructional Design Teams 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Educational Communications and Technology 2021 Abstract In this article we report our research into the concerns and other matters of significance for members of instructional design teams. Specifically we studied how members of a design team depicted the quality of their own motives while participating in team pursuits. This is a type of self-evaluation known as drawing distinctions of worth. Our research took the form of a case study, focusing on an instructional design team at a university in the United States. Based on interviews with team members and observations of their work, we developed an account of our research participant’s distinctions of worth organized around three themes: (a) distinctions of worth could guide their decision-making more than did the goals of the project; (b) competing distinctions of worth could be difficult for them to reconcile; and (c) their distinctions of worth could be accompanied by unanticipated costs. Overall, these themes reflect that distinctions of worth were a real aspect of our participants’ team involvement, and not merely their subjective responses to situational factors. This has implications for those managing teams or otherwise helping teams improve, which we discuss. We also discuss how research into instructional design teams that only focuses on external dynamics team members experience, and not on factors such as their distinctions of worth, cannot fully account for what it means for people to contribute towards team outcomes. Instructional design (dpeaa)DE-He213 Design practice (dpeaa)DE-He213 Distinctions of worth (dpeaa)DE-He213 Instructional design teams (dpeaa)DE-He213 Case study (dpeaa)DE-He213 Jackson, Brenton D. verfasserin aut Hunter, McKayla B. verfasserin aut Enthalten in Educational technology research and development Heidelberg : Springer, 1989 69(2021), 3 vom: 04. Mai, Seite 1641-1663 (DE-627)46190859X (DE-600)2164476-7 1556-6501 nnns volume:69 year:2021 number:3 day:04 month:05 pages:1641-1663 https://dx.doi.org/10.1007/s11423-021-09995-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 80.03 ASE AR 69 2021 3 04 05 1641-1663
allfieldsGer	10.1007/s11423-021-09995-2 doi (DE-627)SPR044490038 (SPR)s11423-021-09995-2-e DE-627 ger DE-627 rakwb eng 370 ASE 80.03 bkl McDonald, Jason K. verfasserin aut Understanding Distinctions of Worth in the Practices of Instructional Design Teams 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Educational Communications and Technology 2021 Abstract In this article we report our research into the concerns and other matters of significance for members of instructional design teams. Specifically we studied how members of a design team depicted the quality of their own motives while participating in team pursuits. This is a type of self-evaluation known as drawing distinctions of worth. Our research took the form of a case study, focusing on an instructional design team at a university in the United States. Based on interviews with team members and observations of their work, we developed an account of our research participant’s distinctions of worth organized around three themes: (a) distinctions of worth could guide their decision-making more than did the goals of the project; (b) competing distinctions of worth could be difficult for them to reconcile; and (c) their distinctions of worth could be accompanied by unanticipated costs. Overall, these themes reflect that distinctions of worth were a real aspect of our participants’ team involvement, and not merely their subjective responses to situational factors. This has implications for those managing teams or otherwise helping teams improve, which we discuss. We also discuss how research into instructional design teams that only focuses on external dynamics team members experience, and not on factors such as their distinctions of worth, cannot fully account for what it means for people to contribute towards team outcomes. Instructional design (dpeaa)DE-He213 Design practice (dpeaa)DE-He213 Distinctions of worth (dpeaa)DE-He213 Instructional design teams (dpeaa)DE-He213 Case study (dpeaa)DE-He213 Jackson, Brenton D. verfasserin aut Hunter, McKayla B. verfasserin aut Enthalten in Educational technology research and development Heidelberg : Springer, 1989 69(2021), 3 vom: 04. Mai, Seite 1641-1663 (DE-627)46190859X (DE-600)2164476-7 1556-6501 nnns volume:69 year:2021 number:3 day:04 month:05 pages:1641-1663 https://dx.doi.org/10.1007/s11423-021-09995-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 80.03 ASE AR 69 2021 3 04 05 1641-1663
allfieldsSound	10.1007/s11423-021-09995-2 doi (DE-627)SPR044490038 (SPR)s11423-021-09995-2-e DE-627 ger DE-627 rakwb eng 370 ASE 80.03 bkl McDonald, Jason K. verfasserin aut Understanding Distinctions of Worth in the Practices of Instructional Design Teams 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © Association for Educational Communications and Technology 2021 Abstract In this article we report our research into the concerns and other matters of significance for members of instructional design teams. Specifically we studied how members of a design team depicted the quality of their own motives while participating in team pursuits. This is a type of self-evaluation known as drawing distinctions of worth. Our research took the form of a case study, focusing on an instructional design team at a university in the United States. Based on interviews with team members and observations of their work, we developed an account of our research participant’s distinctions of worth organized around three themes: (a) distinctions of worth could guide their decision-making more than did the goals of the project; (b) competing distinctions of worth could be difficult for them to reconcile; and (c) their distinctions of worth could be accompanied by unanticipated costs. Overall, these themes reflect that distinctions of worth were a real aspect of our participants’ team involvement, and not merely their subjective responses to situational factors. This has implications for those managing teams or otherwise helping teams improve, which we discuss. We also discuss how research into instructional design teams that only focuses on external dynamics team members experience, and not on factors such as their distinctions of worth, cannot fully account for what it means for people to contribute towards team outcomes. Instructional design (dpeaa)DE-He213 Design practice (dpeaa)DE-He213 Distinctions of worth (dpeaa)DE-He213 Instructional design teams (dpeaa)DE-He213 Case study (dpeaa)DE-He213 Jackson, Brenton D. verfasserin aut Hunter, McKayla B. verfasserin aut Enthalten in Educational technology research and development Heidelberg : Springer, 1989 69(2021), 3 vom: 04. Mai, Seite 1641-1663 (DE-627)46190859X (DE-600)2164476-7 1556-6501 nnns volume:69 year:2021 number:3 day:04 month:05 pages:1641-1663 https://dx.doi.org/10.1007/s11423-021-09995-2 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_138 GBV_ILN_150 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_165 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2118 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2949 GBV_ILN_2950 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4392 GBV_ILN_4393 GBV_ILN_4700 80.03 ASE AR 69 2021 3 04 05 1641-1663
language	English
source	Enthalten in Educational technology research and development 69(2021), 3 vom: 04. Mai, Seite 1641-1663 volume:69 year:2021 number:3 day:04 month:05 pages:1641-1663
sourceStr	Enthalten in Educational technology research and development 69(2021), 3 vom: 04. Mai, Seite 1641-1663 volume:69 year:2021 number:3 day:04 month:05 pages:1641-1663
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topic_facet	Instructional design Design practice Distinctions of worth Instructional design teams Case study
dewey-raw	370
isfreeaccess_bool	false
container_title	Educational technology research and development
authorswithroles_txt_mv	McDonald, Jason K. @@aut@@ Jackson, Brenton D. @@aut@@ Hunter, McKayla B. @@aut@@
publishDateDaySort_date	2021-05-04T00:00:00Z
hierarchy_top_id	46190859X
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author	McDonald, Jason K.
spellingShingle	McDonald, Jason K. ddc 370 bkl 80.03 misc Instructional design misc Design practice misc Distinctions of worth misc Instructional design teams misc Case study Understanding Distinctions of Worth in the Practices of Instructional Design Teams
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topic_title	370 ASE 80.03 bkl Understanding Distinctions of Worth in the Practices of Instructional Design Teams Instructional design (dpeaa)DE-He213 Design practice (dpeaa)DE-He213 Distinctions of worth (dpeaa)DE-He213 Instructional design teams (dpeaa)DE-He213 Case study (dpeaa)DE-He213
topic	ddc 370 bkl 80.03 misc Instructional design misc Design practice misc Distinctions of worth misc Instructional design teams misc Case study
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title	Understanding Distinctions of Worth in the Practices of Instructional Design Teams
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title_full	Understanding Distinctions of Worth in the Practices of Instructional Design Teams
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author_browse	McDonald, Jason K. Jackson, Brenton D. Hunter, McKayla B.
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title_sort	understanding distinctions of worth in the practices of instructional design teams
title_auth	Understanding Distinctions of Worth in the Practices of Instructional Design Teams
abstract	Abstract In this article we report our research into the concerns and other matters of significance for members of instructional design teams. Specifically we studied how members of a design team depicted the quality of their own motives while participating in team pursuits. This is a type of self-evaluation known as drawing distinctions of worth. Our research took the form of a case study, focusing on an instructional design team at a university in the United States. Based on interviews with team members and observations of their work, we developed an account of our research participant’s distinctions of worth organized around three themes: (a) distinctions of worth could guide their decision-making more than did the goals of the project; (b) competing distinctions of worth could be difficult for them to reconcile; and (c) their distinctions of worth could be accompanied by unanticipated costs. Overall, these themes reflect that distinctions of worth were a real aspect of our participants’ team involvement, and not merely their subjective responses to situational factors. This has implications for those managing teams or otherwise helping teams improve, which we discuss. We also discuss how research into instructional design teams that only focuses on external dynamics team members experience, and not on factors such as their distinctions of worth, cannot fully account for what it means for people to contribute towards team outcomes. © Association for Educational Communications and Technology 2021
abstractGer	Abstract In this article we report our research into the concerns and other matters of significance for members of instructional design teams. Specifically we studied how members of a design team depicted the quality of their own motives while participating in team pursuits. This is a type of self-evaluation known as drawing distinctions of worth. Our research took the form of a case study, focusing on an instructional design team at a university in the United States. Based on interviews with team members and observations of their work, we developed an account of our research participant’s distinctions of worth organized around three themes: (a) distinctions of worth could guide their decision-making more than did the goals of the project; (b) competing distinctions of worth could be difficult for them to reconcile; and (c) their distinctions of worth could be accompanied by unanticipated costs. Overall, these themes reflect that distinctions of worth were a real aspect of our participants’ team involvement, and not merely their subjective responses to situational factors. This has implications for those managing teams or otherwise helping teams improve, which we discuss. We also discuss how research into instructional design teams that only focuses on external dynamics team members experience, and not on factors such as their distinctions of worth, cannot fully account for what it means for people to contribute towards team outcomes. © Association for Educational Communications and Technology 2021
abstract_unstemmed	Abstract In this article we report our research into the concerns and other matters of significance for members of instructional design teams. Specifically we studied how members of a design team depicted the quality of their own motives while participating in team pursuits. This is a type of self-evaluation known as drawing distinctions of worth. Our research took the form of a case study, focusing on an instructional design team at a university in the United States. Based on interviews with team members and observations of their work, we developed an account of our research participant’s distinctions of worth organized around three themes: (a) distinctions of worth could guide their decision-making more than did the goals of the project; (b) competing distinctions of worth could be difficult for them to reconcile; and (c) their distinctions of worth could be accompanied by unanticipated costs. Overall, these themes reflect that distinctions of worth were a real aspect of our participants’ team involvement, and not merely their subjective responses to situational factors. This has implications for those managing teams or otherwise helping teams improve, which we discuss. We also discuss how research into instructional design teams that only focuses on external dynamics team members experience, and not on factors such as their distinctions of worth, cannot fully account for what it means for people to contribute towards team outcomes. © Association for Educational Communications and Technology 2021
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title_short	Understanding Distinctions of Worth in the Practices of Instructional Design Teams
url	https://dx.doi.org/10.1007/s11423-021-09995-2
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up_date	2024-07-04T00:56:15.288Z
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Specifically we studied how members of a design team depicted the quality of their own motives while participating in team pursuits. This is a type of self-evaluation known as drawing distinctions of worth. Our research took the form of a case study, focusing on an instructional design team at a university in the United States. Based on interviews with team members and observations of their work, we developed an account of our research participant’s distinctions of worth organized around three themes: (a) distinctions of worth could guide their decision-making more than did the goals of the project; (b) competing distinctions of worth could be difficult for them to reconcile; and (c) their distinctions of worth could be accompanied by unanticipated costs. Overall, these themes reflect that distinctions of worth were a real aspect of our participants’ team involvement, and not merely their subjective responses to situational factors. This has implications for those managing teams or otherwise helping teams improve, which we discuss. We also discuss how research into instructional design teams that only focuses on external dynamics team members experience, and not on factors such as their distinctions of worth, cannot fully account for what it means for people to contribute towards team outcomes.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Instructional design</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Design practice</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Distinctions of worth</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Instructional design teams</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Case study</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Jackson, Brenton D.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Hunter, McKayla B.</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Educational technology research and development</subfield><subfield code="d">Heidelberg : Springer, 1989</subfield><subfield code="g">69(2021), 3 vom: 04. 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Understanding Distinctions of Worth in the Practices of Instructional Design Teams

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