From Novice to Expert Instructional Designer: A Training Based on Cognitive Apprenticeship Model

Abstract

The practice of instructional design (ID) has been found to involve complex thinking, a systematic design approach, strategic global planning, the use of iterative processes, and the reflective selection of design strategies. Since these characteristics are cognitive skills towards design and problem solving, ID training should ideally include realworld problems which are diverse and reflect the illstructured nature of ID. This paper investigates the application of the Cognitive Apprenticeship model methods to design a training for novice instructional designers using a Technology-Enabled Learning (TEL) environment comprising a Leaning Management System (LMS) and web-conferencing software on one of the ID competencies, how to capture tacit knowledge from an SME (subject matter expert). A blended synchronous-asynchronous training, TECAID (Technology-Enabled Cognitive Apprenticeship for ID training) was designed for this investigation and implemented for nine novice ID professionals. The difference in self-efficacy ratings and conceptual knowledge of the trained instructional designers was measured along with an evaluation of their ability to perform the skill in a mock interview. We report here that TECAID was successful in establishing the usefulness of the cognitive apprenticeship model to develop the relevant competency.