The design implementation framework: Iterative design from the lab to the classroom

Melissa L. Stone, Kevin M. Kent, Rod Roscoe, Kathleen M. Corley, Laura K. Allen, Danielle McNamara

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Scopus citations

Abstract

This chapter explores three broad principles of user-centered design methodologies, including participatory design, iteration, and usability considerations. We discuss characteristics of teachers as an important type of ITS end user, including barriers teachers face as users and their role in educational technology design. To exemplify key points, we draw upon our own experiences in developing an ITS for writing strategies (i.e., the Writing Pal). We conclude by offering a tentative design approach-the Design Implementation Framework (DIF)-that builds upon existing cyclical design methods but with some tailoring to ITS and educational technology contexts.

Original languageEnglish (US)
Title of host publicationEnd-User Considerations in Educational Technology Design
PublisherIGI Global
Pages77-98
Number of pages22
ISBN (Electronic)9781522526407
ISBN (Print)1522526390, 9781522526391
DOIs
StatePublished - Jun 16 2017

ASJC Scopus subject areas

  • Social Sciences(all)

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    Stone, M. L., Kent, K. M., Roscoe, R., Corley, K. M., Allen, L. K., & McNamara, D. (2017). The design implementation framework: Iterative design from the lab to the classroom. In End-User Considerations in Educational Technology Design (pp. 77-98). IGI Global. https://doi.org/10.4018/978-1-5225-2639-1.ch004