Dynamics of Instructional and Perceptual Factors in Instructional Design Competence Development

Autor/inn/en	Hardre, Patricia L.; Kollmann, Sherry
Titel	Dynamics of Instructional and Perceptual Factors in Instructional Design Competence Development
Quelle	In: Journal of Learning Design, 6 (2013) 1, S.46-60 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1832-8342
Schlagwörter	Instructional Design; Mixed Methods Research; Graduate Students; Individual Differences; Student Attitudes; Risk; Context Effect; Assignments; Feedback (Response); Standards; Social Cognition; Active Learning; Student Projects; Self Efficacy; Competence; Expertise; Skill Development; Cooperation; Questionnaires; Online Surveys; Student Surveys; Likert Scales; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Individueller Unterschied; Schülerverhalten; Risiko; Assignment; Auftrag; Zuweisung; Standard; Soziale Kognition; Aktives Lernen; Schulprojekt; Self-efficacy; Selbstwirksamkeit; Kompetenz; Expert appraisal; Kompetenzentwicklung; Qualifikationsentwicklung; Co-operation; Kooperation; Fragebogen; Schülerbefragung; Likert-Skala
Abstract	The nine-month study reported in this paper used mixed methods data and a qualitative analysis to examine the skill and perceptual development of 17 graduate design students. Individual differences, perceptions and preferences that apparently promoted rapid and productive development included: design efficacy, mastery goals, preference for cognitive challenge and tolerance for risk-taking. Novice learners benefited from content and context familiarity, but as they developed competence, they gained from choosing less familiar tasks and content. Features of the learning environment identified as contributing to novice designers' knowledge and skill development were: authentic projects, detailed assignment specifications, multiple types and levels of feedback, and clear alignment with professional performance standards. These findings inform the strategic design of instructional opportunities for novice designers and similarly complex applied professional fields. (Contains 1 table.) (As Provided).
Anmerkungen	Queensland University of Technology. GPO Box 2434, Brisbane, Queensland 4001, Australia. Tel: +61-7-313-80585; Fax: +61-7-313-83474; e-mail: jld@qut.edu.au; Web site: http://www.jld.qut.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10