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Aesthetic Decisions of Instructors and Instructional Designers
Abstract
The same qualities that make works of art beautiful, meaningful, or at times even transformative in our lives also underlie our best learning experiences. This study sought to better understand the relationship between art and instruction by looking at how aesthetics underlie the design decisions of teachers and instructional designers. Five instructional designers and teachers were interviewed about a course or online learning product they had recently designed. The interviews explored the design decisions they had made based on how they imagined learners would experience the instruction at its beginning, middle, and ending. Participants discussed the introduction of tension to enhance engagement, worked to achieve a coherent experience for learners through narrative qualities, and demonstrated concern for the immediacy of their learners’ experiences, discussing the expected thoughts and feelings of learners at each stage of the course or module.
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