Designing for Thinking
- Design for Thinking: A Strategy for Effective Decision-Making in Instructional Design
- Reflections on D4T and its Implications: A Comprehensive Overview
- Terminology of Design for Thinking: A Glossary of Key Concepts
- Analyzing the Environment: A Crucial Phase in Design for Thinking
- Inertial Behaviors: Recognizing and Establishing Goals, Directions, and Priorities
- Thinking Operations: Making Decisions and Choices for Effective Learning Solutions
- Central Problem: Identifying the Core Issue for Effective Instructional Design
- Collaborating with SMEs: Conducting Effective Meetings to Identify Challenges and Solutions
- Content Coding: Structuring Information in a Logical and Consistent Manner
- Learning Arc: Guiding the Design of Learning Solutions
- Case Study: Designing an Effective Credit Real Estate Course Using D4T
- Step-by-Step Guide to D4T: A Comprehensive Guide for Applying the Strategy in Your Projects
The terminology of any field is important for communication. It is smart to standardize communication to ensure that information is transmitted well between sender and receiver. However, with so many fads in the training and development industry, you may have found yourself in a strange place where people spoke a completely different language.
Do instructional designers create learning experiences or learning solutions? Are their goals and objectives strictly for learning or are they related to the goals and objectives of the company? And what about the goals of the learners? What do we call them? Audience? People? Some companies think that the term “student” is not ideal because it is more associated with children and not with highly qualified professionals who make a difference in the corporate world.
That’s why we use a set of more specific terms in Design for Thinking. This glossary contains explanations of concepts relevant to understanding and applying D4T.
Learning Solutions
Instructional designers have numerous tools at their disposal to develop many solutions to the problems they encounter. This does not always involve a course or training. Sometimes the learning solution can be a simple job aid. In other cases, the solution also depends on changes in the company, which goes beyond the scope of instructional designers.
Solution noun the act or effect of solving
that which solves, solves (problem, difficulty, etc.); outlet, resource
- Lat. solutìo, ónis ‘decomposition, detachment, separation, solution’
That’s why we tend to use the word ”Solution”, because it encompasses the final work of instructional designers without limiting their options.
To learn more
Cathy Moore, in her book Map-it, shows the importance of Action Mapping for the development of effective learning solutions.
Professional
Some instructional designers, training and development professionals avoid the term “student” with all their might, as well as disciple, apprentice, or learner. Some go so far as to try to translate “learner” as ”aprendente” to sell more seriousness in companies and doctoral programs.
As the primary application of Design for Thinking is in companies, and people who work in companies are professionals, we use the term Professional to refer to them.
Professional
adjective
relating to profession
Ex.: professional activities
professional secrecy
proper to a particular profession
Ex.: professional equipment
responsible and applied in fulfilling their official duties
Ex.: this actor is very professional noun
one who exercises a particular activity as a profession
- Ex.: professional dancer
- he is the best professional in the market
At times, we may refer to Professionals as Students without problems, especially when they are synonymous with the target audience or audience. This is because students are not passive in the learning process. And when the students are also professionals, they not only act in the process but can also add value to the experience.
The terminology of any field is important for communication. It is smart to standardize communication to ensure that information is transmitted well between sender and receiver. However, with so many fads in the training and development industry, you may have found yourself in a strange place where people spoke a completely different language.
Do instructional designers create learning experiences or learning solutions? Are their goals and objectives strictly for learning or are they related to the goals and objectives of the company? And what about the goals of the learners? What do we call them? Audience? People? Some companies think that the term “student” is not ideal because it is more associated with children and not with highly qualified professionals who make a difference in the corporate world.
That’s why we use a set of more specific terms in Design for Thinking. This glossary contains explanations of concepts relevant to understanding and applying D4T.
Learning Solutions
Instructional designers have numerous tools at their disposal to develop many solutions to the problems they encounter. This does not always involve a course or training. Sometimes the learning solution can be a simple job aid. In other cases, the solution also depends on changes in the company, which goes beyond the scope of instructional designers.
Solution noun the act or effect of solving
that which solves, solves (problem, difficulty, etc.); outlet, resource
- Lat. solutìo, ónis ‘decomposition, detachment, separation, solution’
That’s why we tend to use the word ”Solution”, because it encompasses the final work of instructional designers without limiting their options.
To learn more
Cathy Moore, in her book Map-it, shows the importance of Action Mapping for the development of effective learning solutions.
Professional
Some instructional designers, training and development professionals avoid the term “student” with all their might, as well as disciple, apprentice, or learner.
As the primary application of Design for Thinking is in companies, and people who work in companies are professionals, we use the term Professional to refer to them.
Professional
adjective
relating to profession
Ex.: professional activities
professional secrecy
proper to a particular profession
Ex.: professional equipment
responsible and applied in fulfilling their official duties
Ex.: this actor is very professional noun
one who exercises a particular activity as a profession
- Ex.: professional dancer
- he is the best professional in the market
At times, we may refer to Professionals as Students or Learners without problems, especially when they are synonymous with the target audience or audience. This is because students are not passive in the learning process. And when the students are also professionals, they not only act in the process but can also add value to the experience.