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ERIC Number: EJ1012885
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
Reference Count: 71
ISBN: N/A
ISSN: ISSN-1832-8342
Dynamics of Instructional and Perceptual Factors in Instructional Design Competence Development
Hardre, Patricia L.; Kollmann, Sherry
Journal of Learning Design, v6 n1 p46-60 2013
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.)
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A