Emergence of the Readings Think Tank Online Discussion: Formative Design Research
Abstract: : This formative design research study focuses on the design, development, and formative evaluation of the Readings Think Tank (RTT) online discussion-based activity. The RTT activity engaged students in the summarizing, discussion, reflection, and application of textbook readings on aspects of instructional technology. Five students participated in this unique, four-cycle formative design process. During the cycles, the RTT activity was implemented weekly as part of the curriculum of a course in instructional design. The students completed the activity, filled out a written survey on their experiences and their suggestions for possible improvements. Then the instructor/designer wrote a list of possible modifications, based upon student survey responses and submissions for the activity. Next, during a focus group session, students reviewed the survey results and list of possible modifications. They made further suggestions for modifications. Finally, the instructor/designer re-designed the activity. The fourth version of the materials had saturated the modifications and produced very high-quality student submissions. This article provides reflection on the formative design process and resulting online discussion design principles.