A Model for Developing Instructional Design Professionals for Higher Education Through Apprenticeship: Blending Theory and Practice

Abstract

In light of the growing number of instructional designers (IDs) of diverse educational and professional backgrounds in higher education, there is a need for formalized professional development programs. Currently no systematic pathway exists for equipping novice IDs with the requisite knowledge, skills, and experiences for successful performance and career growth. This article introduces the Development of Instructional Designers Apprenticeship (DIDA) model, comprised of four stages: (1) Observation and Modeling, (2) Tasks with Coaching, (3) Contextualized Practice, and (4) Reflection and Exploration. In this cognitive apprenticeship approach, an expert ID guides a novice through a continuum of tasks that graduate in level of difficulty over time. Case studies and sample tasks for each stage of development are provided as guides for implementation.