What is an expert instructional designer? Evidence of expert performance during formative evaluation

Maistre, Cathrine Le

doi:10.1007/bf02299759

Cited by 35 publications

(31 citation statements)

References 18 publications

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“…Le Maistre took a different approach by analyzing process characteristics instead of the product of revision [70]. She analyzed think-aloud protocols of an experienced and an inexperienced reviser, looking for evidence of specific expertise in the revisers' behavior and strategies.…”

Section: Differences Betweenmentioning

confidence: 99%

Toward a document evaluation methodology: what does research tell us about the validity and reliability of evaluation methods?

Jong

Schellens

2000

IEEE Trans. Profess. Commun.

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Section: Differences Betweenmentioning

confidence: 99%

Toward a document evaluation methodology: what does research tell us about the validity and reliability of evaluation methods?

Jong

Schellens

2000

IEEE Trans. Profess. Commun.

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“…A study comparing the cognitive map novice and expert HPT professionals indicated that there were significant differences between expert and novice performance improvement professionals when their relatedness and similarities were scrutinized. Le Maistre (1998) found that there are prominent differences between an expert and novice instructional designers' design characteristics including well-organized instructional design knowledgebase while they were performing the same task. The present study confirmed that the expert mental model of HPT professionals demonstrated more coherent and consistent structure than the novice mental models.…”

Section: The Expert Vs Novice Modelmentioning

confidence: 99%

The Mental Model Comparison of Expert and Novice Performance Improvement Practitioners

Toker

2013

Perf. Improvement Qrtly

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This study investigates the mental model comparison between expert and novice performance improvement practitioners. Nonexperimental survey research design was applied. Based on specific criteria, 11 critical concepts out of 30 were selected by 23 experts. Sixteen of those 23 experts provided data about the relatedness of 55 concept‐pairs generated from the 11 concepts to develop the common mental model of experts in the Knowledge Network Organizing Tool utilizing Pathfinder scaling. Two‐hundred‐forty‐two practitioners participated in the further phases of the study. Out of those practitioners, 33 novices, who have not met any of the criteria used for expert selection, are selected. Those novices also provide similar data for the common mental model of novices. The results of the study show that the expert model has more consistent and hierarchical structure than the novice model. Discussions and further research recommendations are provided.

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“…Designer use studies indicate the focus should be on designers' rationales and reasons for decisions made rather than on the activities performed. Studies illustrating the difference between novice and expert instructional designers confirm that each perform design tasks quite differently (LeMaistre 1998;Rowland, 1992). Therefore, replication studies using the MI Design Model must include data gathering while both novice and expert designers create instruction on an array of subject matter in diverse settings.…”

Section: Design and Development Research For Model Validationmentioning

confidence: 99%

Design and development research: a model validation case

Tracey

2007

Education Tech Research Dev

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This is a report of one case of a design and development research study that aimed to validate an overlay instructional design model incorporating the theory of multiple intelligences into instructional systems design. After design and expert review model validation, The Multiple Intelligence (MI) Design Model, used with an Instructional Systems Design (ISD) Model, was tested for use by four practicing instructional designers. Instruction developed for learners using this model was then evaluated measuring post-test and attitudinal scores with 102 participants.This report also provides a reflection on the lessons learned in conducting design and development research on model validation. The procedures and findings have implications for the processes involved in instructional design model validation through designer use and program implementation. Design and Development Research: A Model Validation CaseDesign and development research is "the systematic study of design, development and evaluation processes with the aim of establishing an empirical basis for the creation of instructional and non-instructional products and tools and new or enhanced models that govern their development" (Richey & Klein, 2007, p.xv). It is a practical form of research that attempts to test theory and validate practice. Numerous models exist in the field of instructional design that assist designers working in a variety of settings (Gustafson and Branch, 2002). Historically many of these models have not undergone rigorous or systematic review. In recent years, there has been an increased focus on systematically studying the processes involved in the construction, validation, and implementation of instructional design models (Seels, 1994;Richey, 1998;Richey, Klein & Nelson, 2004). In an effort to better understand this design and development model validation case, we begin with a description of the context related to the development of the model. This includes definitions and background content on instructional design, multiple intelligences, and the instructional designer.Instructional design (ID) is defined as an arrangement of resources and procedures used to promote learning (Gagné, Wager, Golas, & Keller, 2005). ID models are visual representations of the ID process and are used to guide design in many settings and for many purposes (Seels & Glasgow, 1998). They are typically a result of the combination of abstract principles of General Systems Theory and analyses of practitioner experience (Banathy & Jenlink, 2004). Instructional design is the process used to create the type and delivery of instruction. Some see design as problem solving; others view it as a process of reflection-inaction, where designers take on the task of turning indeterminate situations into determinate ones (Tripp, 1991).Learning is the acquisition of the knowledge of a skill, art, or trade, by study, and/or experiences (Lindvall, 1995). It is generally agreed that learners develop understanding for themselves in ways that differ, sometimes quite sh...

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What is an expert instructional designer? Evidence of expert performance during formative evaluation

Cited by 35 publications

References 18 publications

Toward a document evaluation methodology: what does research tell us about the validity and reliability of evaluation methods?

Toward a document evaluation methodology: what does research tell us about the validity and reliability of evaluation methods?

The Mental Model Comparison of Expert and Novice Performance Improvement Practitioners

Design and development research: a model validation case

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