Instructional Design and Development Competencies in a New Academic Program.

Autor/inn/en	Dempsey, John V.; Rasmussen, Karen L.
Titel	Instructional Design and Development Competencies in a New Academic Program.
Quelle	(1993), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administration; College Faculty; Communication (Thought Transfer); Competence; Computer Assisted Instruction; Doctoral Programs; Educational Assessment; Graduate Study; Higher Education; Instructional Design; Instructional Development; Literature Reviews; Multimedia Instruction; Needs Assessment; Program Evaluation; Skill Development + Suchen Sie Ihr Suchwort? Verwaltung; Fakultät; Communication; thought; Kommunikation; Gedanke; Kompetenz; Computer based training; Computerunterstützter Unterricht; Doktorandenprogramm; Education; assessment; Bewertungssystem; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching improvement; Unterrichtsentwicklung; Multimediales Lernen; Bedarfsermittlung; Programme evaluation; Programmevaluation; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	In 1992 the University of South Alabama instituted a doctoral program in Instructional Design and Development. A survey was designed to help assess entry competencies of incoming students, monitor student development through the educational program, and assess program effectiveness. Students were also asked to choose 10 competencies that they believed were worth developing. Sixty-seven surveys were returned by master's and doctoral students in the fall of 1992 and 1993. Results indicated that incoming students rate themselves most highly in general management skills, while faculty rate them most highly in oral communication skills. Overall, the faculty rates students lower than the students rate themselves. To the 16 competencies identified in a review of the literature, students most often added the need for competencies in multimedia and computer-based instruction. The faculty members do not have a clear consensus of the top competencies students should acquire. Continued evaluations as the new program matures should define needed competencies more clearly. Three tables present study findings, and the survey instrument is attached. (Contains 6 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC