@INPROCEEDINGS{Boling2015-vg,
  title     = "Studio teaching in the low-precedent context of instructional
               design",
  author    = "Boling, Elizabeth and Gray, Colin M and Smith, Kennon M",
  booktitle = "Proceedings of the 3rd International Conference for Design
               Education Researchers",
  publisher = "School of the Art Institute of Chicago",
  address   = "Chicago, IL",
  pages     = "1417--1431",
  abstract  = "Instructional design (ID) has been a scientized field of design
               for half a century, which means that models and principles have
               been emphasized in ID education over other forms of design
               knowledge, including precedent. In the study of design broadly
               defined, precedent is well established as a form of knowledge
               essential to competent practice. It is plentiful and made
               available through multiple channels, by practitioners as well as
               educators. This 7-year study examines the challenges for students
               in learning to recognize, appreciate and use precedent in
               designing images to support learning. These include the need to
               develop analogical thinking related to the use of precedent in
               their own work, to recognize precedents they already use without
               explicit awareness, to attend to precedent and seek it
               independent of its immediate use. Methods used in the studio
               course under study are discussed, together with examples of
               students' design activities at each stage in the evolution of the
               course. Data for this study comprise detailed field notes from
               each class period, student work, and reflections assigned as part
               of the regular class assignments.",
  year      =  2015
}

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