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5.1 Core content

Submitted by Kathy on Fri, 2009-07-31 18:30
5.1 Core Content
 
Table 1: Relating Content Choice to the Required Courses in ETEC Program
IDSPP suite components
Related required courses in ETEC program at Concordia University
Consilience tool, founded
mainly on Driscoll’s(2005) textbook
Learning theory
ID tool, based mainly on IBSTPI ID Competency (Richey et al., 2003)
Human performance technology
DBR tool, based on
a few journal articles on DBR
Fundamental methods of inquiry in educational technology
 
 
From Zhao (2009), p19-p21
Content
 
Through benchmarking with the ID tool, I understand that I need to determine what content is needed for prompting professional growth; to synthesize and validate content; and to determine the appropriate breadth and depth of content according to my needs and time constraints. As I mentioned in the analysis of desired performance, I focus on learning and other ID relevant theories, and research skills.
 
First of all, as what I did in the chapter of IDPSS, the required courses in the ETEC program at Concordia University can justify the content choice at macro curriculum level (see Chapter IDPSS). Second, my goal is to gain ID expertise, so the ID competency standard should inform me well on content choice: I relate part of the foundation expertise in Group 1 of IBSTPI ID competency standard to the content choice by using the three tools (see Table 2 for detailed analysis).
 
Finally, the analysis through comparing the key words in theory of instruction, instructional design, and design-based research helps verify the content choice (see Figure 1 for detailed analysis).
Figure 1: The Key Words Overlapping between Theory of Instruction, Instructional Design, and Design-Based Research.
Theory of instruction is the major, distinctive theory guiding instructional design; instructional design lays the backdrop on which design-based research can be carried out; the ultimate goal of design-based research is to improve theory of instruction and instructional design practice.
 
 
Table 2: Relating the ID Tool to the Consilience and DBR Tool
The ID Tool
(Part of the Foundational
Expertise)
Relate to
The Consilience Tool
(Learning Theory)
The DBR Tool
(Design-Based Research)
Application of research and theory
Learning theory is the
core theory for instructional design
DBR can advance research and theory, and inform this application more directly
Updating and improving one's skills
Designers often use learning theories in design for others, what about for themselves?
Taking DBR as the driven goal can prompt the
updating of one's skills
Using research skills(mainly mean used in needs assessment etc)
N/A
Practice of research skills in different contexts
can reinforce the skills
 
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