Training Course: Educational Technology

Introduction

The Training Program in Educational Technology and Design and Development Guide is intended to help those who develop vocational training programs to define the competencies and goals of the proposed training plan, validate the training plan and establish the objectives and other components of the program of study.

It includes the definitions, information, and tools needed to develop vocational training programs using the competency-based approach and the educational technologies used in the design and development guide.

Training program Objectives

Participants will learn the following:

• Technologies, theories, and methodologies.

• Designing technologies that can help learners learn better

• Evaluating existing technologies

• Proposed training plan, design, analysis validation, and description.

Target Audience

• Academic Deans

• Department Chairs

• Program Chairs

• Academic Leaders

• Committee on curriculum and degree requirements

• Employees in the department of curriculum development & assessment education

• Those involved in faculty and/or program assessment

• Behavioral objectives statement, achievement performance, and correlation.

Course content

How technology can help education more theoretically

• Research methodologies

• Promising pedagogical strategies

• Current theories in the community

Designing technologies that can help learners learn better

• Pedagogical strategies

• Current state-of-the-art tools

• Open problems in education and technology

Evaluating existing technologies

• Research methodologies in user testing

• Current state-of-the-art tools

• Broader issues surrounding the impact of such tools

Contributing to the education enterprise more broadly

• Current problems in the field

• Broader issues surrounding the use of tools in supporting education

• Present tools that address those problems

PROPOSED TRAINING PLAN

• Description

• Approach

• Development Process

Design

• Goals and Competencies

• Competencies

• Statements of the Competencies

• Grid of Competencies

• Table of Correspondence

Analysis

Validation

• Goals of the Validation Process

• Presentation and Validation Meetings

• Implementation

• Results

Description

• Program Goals and Educational Aims

• Objectives

Behavioral Objectives

• Statement of the Competency

• Achievement Context

• Elements of the Competency

• Performance Criteria

• Correlations

Situational Objectives

• Statement of the Competency

• Elements of the Competency

• Learning Context

• Instructional Guidelines

• Participation Criteria

• Correlations

Suggestions for Instructional Planning

• Knowledge, Skills, Attitudes, and Perceptions

• Guidelines

Analysis

Implementation