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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/57064

    Title: 數位內容教學設計師專業職能之研究
    Other Titles: A study of competency analysis for E-content instructional designers
    Authors: 何俐安;Ho, Li-An;李信賢;Lee, Hsin-Hsien;廖芳君;Liao, Fang-Chun
    Contributors: 淡江大學教育科技學系
    Keywords: 數位內容教學設計師;職能;E-content instructional designer;Competency
    Date: 2009-03
    Issue Date: 2011-09-12 17:35:35 (UTC+8)
    Publisher: 屏東市:國立屏東教育大學
    Abstract: 隨著網路興起,數位學習為學習型態下了新的註解。本研究針對數位內容教學設計師(E-Content Instructional Designer)進 行專業職能分析,主要目的 為:(1)調查數位 學習內容業者之教 學設計師的專業職能,包含分析、設計、發展、實施、評鑑、管理與學理知識等能力;(2)將來培 育該人才之建議, 彙整產官學專家之 教學設計師專業職能意見,提供相關系所之課程建議。
    本研究採修正型德懷術,共進行三回合之問卷調查,調查出數位內容教學設計師專業職能有「分析」、「設計」、「發展」、「實施」、「評鑑」、「管理」與「學理知識」等七大構面,四十九個能力分項 。
    With the rapid development of internet technology, E-learning has gain its recognition as becoming a new way of learning. The present study aimed at analyzing the professional competency for the E-content instructional designer. The modified Delphi technique was applied in this study and a survey questionnaire was used to collect data. The questionnaires were circulated three rounds before the experts opinions finally came to a consensus.
    The results confirmed that the professional competency for the E-content instructional designer encompassed seven dimensions, namely analysis, design, development, implementation, evaluation, management, and subject matter knowledge, with a total of forty-nine competency indicators.
    The results indicated that the skills in design and management were the most important to the E-content instructional designer, while the skills in development were the least important relatively. Such finding implied that the top priorities for an E-content instructional designer were designing instructions and project management. In order words, tasks such as content design, sequencing instructions, applying appropriate instructional strategies, overseeing the progress of the entire project, communicate with the clients, making sure the project is going smoothly, etc were the core of the job. On the other band, developmental skills turned out to receive a relative low importance level due to the discrepancy in expert opinions. The practitioner-experts claimed that developmental skills were seldom practiced in the job fields, nevertheless the academia-experts argued that developmental skills was considered one of the important competencies based on existing literature.

    Derived from the results, the present study proposed that the training and educational institutions of the E-content instructional designer position an equivalent emphasis on both theoretical as well as practical skills and knowledge. In addition, universities education should provide more management or related courses; whereas corporate training should underline the theoretical foundations.
    Relation: 屏東教育大學學報 32,頁295-332
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Journal Article

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