Developing design documents (3D) model
Definition
The Developing design documents (3D) model is a framework to discuss and improve various kinds of instructional design languages and documents.
“Designers and producers of instructional materials lack a common design language. As a result, producers have difficulties translating design documents into technical specifications. The 3D-model is introduced to improve the stratification, elaboration and formalisation of design documents.” (Boot et al. 2007: 917).
Introduction
Boot (2005:26) argues that “production-related information is typically embedded in three types of building blocks for the production process: (a) design documents as input, (b) programming structures as throughput, and (c) learning materials as output.”
This "3D" model includes three major dimensions:
- stratification: Functionally different instructional and technical structures
- degree of elaboration: conceptual, specification or implementation
- formality: formal vs. informal
The model's dimensions
Let's examine each of the three dimentions:
Stratification
According to Gibbons, Each instructional design layer can be the defined by:
- A specific set of design goals or problems
- Sets of layer-specific design structures, expressed in the terms of design languages
- Principles for the selection, arrangement, and mapping of structures within a layer
- Principles for the relation of structures across layers
Gibbons (2000) argues that instructional designs are layered structures and also points out that layering is a general design principle. The 3D developing design documents model integrates Gibbons 7 layers:
- Content layer
- Strategy layer
- Control layer
- Message layer
- Representation layer
- Media Logic layer
- Management layer
Elaboration
Boot (2005:27) adopts Fowler's three perspectives for which different levels of detail can be specified.
- A conceptual perspective, with more or less superficial and descriptive information;
- a specification perspective, with more or less comprehensive and detailed information,
- an implementation perspective with more or less technical and meticulous information
This view extends the usual 2 stage models of earlier systems design, i.e. modeling reality and then modeling the same from a pedagogical perspective.
See also: UML, todays most popular modeling framework in ICT.
Formalization
Designers can choose to use formal design languages or not.
- formal
- informal
Links
- Layered View of Instructional Designs (A. Gibbons).
References
- Boot, Eddy (2005), Building-block solutions for developing instructional software, PhD Dissertation, Open Universiteit Nederland. PDF and PDF
- Boot, Eddy W.; Jon Nelson, Jeroen J.G. van Merriënboer, Andrew S. Gibbons (2007). Stratification, elaboration and formalisation of design documents: Effects on the production of instructional materials, British Journal of Educational Technology 38 (5), 917-933. doi:10.1111/j.1467-8535.2006.00679.x
- Fowler, M. (2003). UML distilled: a brief guide to the standard object modeling language. Boston, MA: Addison-Wesley Professional.
- Gibbons, A. S., Nelson, J., & Richards, R. (2000). The nature and origin of instructional objects. In D. A. Wiley (Ed.), The instructional use of learning objects (pp. 25-58). Bloomington, IN: AECT.
- Gibbons, A. S. (2003). What and how designers design? A theory of design structure. TechTrends, 47(5), 22-27. PDF (Access restricted)
- Gibbons, Andrew, S. and Erin K. Brewer, (2005) "Elementary principles of design languages and design notation systems for instructional design". In J.M. Spector, C. Ohrazda, A. Van Schaack, and D. Wiley (Eds.), Innovations to instructional technology: Essays in honor of M. David Merrill, Lawrence Erlbaum Associates, Mahwah NJ, pp. 111-129.
- Waters, Sandie, H. & Andrew, S. Gibbons (2004). Design languages, notation systems, and instructional technology: A case study: Educational Technology Research and Development, 52(2), 57-69. PDF (Access restricted)