Abstract

In order to gain instructional design (ID) expertise, the author self-designs and uses an instructional design performance support system (IDPSS). The recursive, dynamical, and systematic process of designing, using, and evaluating the IDPSS has effectively engaged the author in learning ID knowledge and skills. Three tools are designed and used: the consilience of learning theory tool, the ID competency tool, and the design-based research (DBR) tool. The media format includes not only computer software, such as Excel and OneNote, but also traditional pen and paper. The author evaluates and synthesizes relevant ID knowledge, and creates specific models guiding her practice. She tries to create her own instructional theory model through systematically drawing useful implications from various learning theories. This learning process is characterized by five modes of thinking: enactive, iconic, story-telling, mathematical-thinking, and formal academic writing. The author self-reflects on her learning experience by discussing a few misconceptions she has encountered, and how she has tried to correct the misconceptions. The author designs a framework for her proposed approach to gain ID expertise, and hopes that it can be applicable to other instructional designers. Two other instructional designers have tried this approach in a small scope, and have contributed to building the framework. As the current project tries to initiate a DBR project, a real DBR project will rely on the efforts of many instructional designers who can try this approach over a long period of time. The author discusses the potential for creating a standard DBR documenting instrument.