ABSTRACT
The body of literature emphasizing the instructional design outputs tends to be derived primarily from educational and psychological research, which could be characterized as use-inspired basic research. In contrast, most of the literature emphasizing the instructional design process is based on craft wisdom and experience. In addition to the field of instructional design, the field of curriculum has substantially shaped our understanding of educational design research. The field of curriculum, which historically emphasizes the aims and content of learning as well as the social, cultural, and political characteristics of the context in question, helps us position the interventions created through educational design research within larger, living systems. The generic model shows that educational design research progresses through three main phases, each of which involves interaction with practice and contributes, directly or indirectly, to the production of theoretical understanding and the development of an intervention, which matures over time.
