Danielle Moffat EDCI 672

Week 1, Discussion 2 Instructions: What is ID Expertise? How we define ID expertise relates to

how we define ID. In 513 you were asked to define ID - find your response to that
question/assignment and post it here. Then, given your definition, think about what ID expertise
might look like. Would you make changes to your definition now that you've taken additional
classes and now that you've read a little bit more about expertise in the three readings for this
week? What would you change and why?

EDCI 513 Definition

LDT can be defined as the systematic application of educational theory to the
design and development of instructional strategies and arrangements of resources
intended to promote and enhance learning. It represents the entire process from
analysis of learning needs/goals to ongoing review/management of delivery
systems developed to meet those identified requirements.
ID Expertise
With my early definition of LDT in mind, I would suggest that an ID expert would possess:

Detailed and up-to-date knowledge of the theoretical foundations upon which good
learning design is based as well as ID procedures, processes, technologies and
interventions.

Significant experience in applying theoretical knowledge to solving real-world ID

problems resulting in the expert possessing complex problem schema that enable them to
readily identify the key ID issues and represent the same at deep structural levels in terms
of basic principles.

As a result of the above, the ability devise, describe and justify multifaceted solutions to
complex ID problems as well as to reliably predict, in broad terms, the net impact/effects
of the same.

Highly organized pedagogical content long-term knowledge store within which relevant
information is chunked meaning that the expert has the ability to fluidly process
complicated ID problem sets without overloading working memory (Bransford, Brown &
Cocking, 2000).

The ability to automatically associate relevant existing understanding to an ID problem set

in other words, they possess conditionalized knowledge (Bransford et al., 2000).

Highly developed problem-solving strategies and self-monitoring skills that include testing
and fine-tuning solutions and challenging assumptions (Etrmer & Stepich, 2005).

Danielle Moffat EDCI 672

A creative approach to problem-solving the ability to think outside of the box in

relation to designing tailored ID solutions.

Reconsidering ID Definition
While I am still happy that my early definition of LDT covers its essential elements, in
light of what I have learned since I wrote it I would amend it as follows:
LDT can be defined as the systematic application of educational theory and
empirical research to the design and development of quality instruction aimed at
promoting and enhancing learning of skills and knowledge. It represents all
elements related to the creation and implementation of instructional strategies from
development of theoretical instructional design processes and procedures to the
practical application of the same to real-world instructional design problems in
order to devise, implement and maintain appropriate learning solutions.
In the new definition I wanted to include the concept of empiricism in the design process
learning through application what works and what doesnt as I feel that kind of ongoing practical
study is an important part of honing instruction design skills. I also wanted to include the term
quality instruction because I felt it important to emphasize that our aim as instructional designers
is to produce not just instruction, but meaningful and effective instruction.
I now feel it necessary to broaden my definition beyond simply focusing on the procedural
aspects of instructional design. I have come to realize through this program that instructional
design embodies a great deal more than simply the process by which instruction is made and
monitored it also encompasses, inter alia, theoretical learning foundations, the scientific and
systematic application of those principles, the design and development of instructional
specifications shaping the instructional design process and the commercial realities affecting the
same.

References
Bransford, J. D., Brown, A. L. & Cocking, R.R. (Eds.). (2000). How People Learn: Brain, Mind,
Experience and School (Expanded Edition). Washington, D.C.: National Academies Press.
Ertmer, P. A., & Stepich, D. A. (2005). Instructional design expertise: how will we know it when
we see it? Educational Technology, 45(6), 38-43