طراحی برنامه درسی کارشناسی ارشد تکنولوژی آموزشی گرایش آموزش الکترونیکی مبتنی بر شایستگی های حرفه ای
زهرا جامه بزرگ
1
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دانشیاررگروه تکنولوژی آموزشی،دانشکده روانشناسی وعلوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران. دبیر هسته پژوهشی طراحی و
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کلید واژه: تکنولوژی آموزشی, آموزش الکترونیکی, طراحی, برنامه درسی, کارشناسی ارشد,
چکیده مقاله :
مقدمه: یکی از دغدغه های حوزه تکنولوژی آموزشی، تربیت نیروهای متخصص و کارآمد است که از تخصص لازم برای آموزش الکترونیکی برخوردار بوده و نیازهای جامعه را برآورده سازند.
روش شناسی: روش تحقیق چند روشی است، به عبارت دیگر برای پاسخ به هر سوال تحقیق متناسب با مساله و هدف، روش خاصی استفاده شد. تحلیل محتوای کیفی برای پاسخ به سوال اول به منظور تحلیل اسناد، مصاحبه ها و سایت های معتبر استفاده شد. برای پاسخ به سوال دوم از روش تطبیقی جبر بولی و برای پاسخ به سوال سوم از گستره پژوهی و از بحث متمرکز برای اعتبارسنجی برنامه درسی طراحی شده استفاده گردید.
یافته‌ها: شایستگی‌های دانش‌آموختگان حوزه تکنولوژی آموزشی گرایش آموزش الکترونیکی شامل تحلیل گری و پژوهش محوری، طراحی استراتژیکی، تولید و توسعه رسانه‌ها و تکنولوژی‌ها، مدیریت، ارزشیابی و سنجش در فرآیندها و منابع یادگیری و تدریس وبمحور و هوشمند شناسایی و تبیین شد. مرحله بعد وضعیت برنامه درسی کارشناسی ارشد حوزه تکنولوژی آموزشی در دانشگاه های جهان و ایران تشریح شد. سپس با مقایسه برنامه درسی با شایستگی ها خلاها مشخص و عناوین هر درس تعیین شد. در نهایت با پاسخ به سوال سوم منابع، اهداف، محتوا، راهبردهای یادگیری و تدریس و روش ارزشیابی هر درس مشخص گردید. روایی برنامه درسی طراحی شده با کاپا کوهن، میزان توافق ارزیابان 83/ به دست آمد. یعنی 83 درصد توافق وجود داشت.
نتیجه گیری: در نهایت برنامه درسی کارشناسی ارشد تکنولوژی آموزشی گرایش آموزش الکترونیکی طراحی و تدوین شد.
چکیده انگلیسی :
Introduction: The concern of educational technology is to train efficient people with the necessary expertise for e-education.
Methodology: The research method is multidisciplinary, To address each question, the appropriate method was selected based on the specific problem and purpose." To identify the competencies of graduates and their job positions, qualitative content analysis was utilized, analyzing documents, interviews, and resources. A comparative method of Boolean algebra was used, and to answer the third question, a scoping review was used, and a focused discussion was used to validate the designed program.
Findings: The results in response to the first question indicated that the competencies of graduates in the field of educational technology with a focus on e-education include analytical skills and research, strategic design, production and development of media and technologies, management and implementation, evaluation and assessment of processes web-based and intelligent learning resources. In response to the second question, the status of the master's degree curriculum in the educational technology field in world and Iran universities was described and interpreted. Then, comparing the courses, the titles of each course were determined. Finally, answering the third question, the resources, objectives, content, learning and teaching strategies, and the evaluation method of each course were determined. The validity of the designed curriculum, using Cohen's Kappa, and the agreement of the evaluators was /83. In other words, there was 83 percent agreement.
Conclusion: Finally, the curriculum of the Master of Educational Technology in the e-education orientation was designed and compiled.
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