Early-stage IDC growth shows simplification, linearity, and dogmatism, with focal points shifting from format to content to technology across rounds¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person · recheck by 2030: baselines and conditions change

Subclaims¶

q2 i? Across the three design rounds, novice focus shifted from format completeness and correctness, to content effectiveness and objectives, to technology integration (PowerPoint, videos, audio). → Ren 2025 q2 i? The authors interpret this growth as showing the characteristics of simplification, linearity, and dogmatism, confirming Hardré's (2006) account of novice instructional designers. → Ren 2025 (2)

Evidence¶

Ren 2025¶

Ren, X., Chano, J., & Saihong, P. (2025). Developing a TPACK-based Course to Promote the Pre-service Preschool Teachers' Instructional Design Competence. Higher Education Studies, 15(2). https://doi.org/10.5539/hes.v15n2p37

q2 · i? · causal · r1

Qualitative analysis of instructional design products and course plans across the three iterative cycles: round one focused on format completeness and correctness, round two on content effectiveness, objectives, and difficulties, and finally "the focus shifted to the application of technology in teaching".

"the focus shifted to the application of technology in teaching —specifically, how to use tools like PowerPoint, videos, or audio resources to better represent instructional content"

Ren 2025 (2)¶

Ren, X., Chano, J., & Saihong, P. (2025). Developing a TPACK-based Course to Promote the Pre-service Preschool Teachers' Instructional Design Competence. Higher Education Studies, 15(2). https://doi.org/10.5539/hes.v15n2p37

q2 · i? · causal · r1

Authors' interpretation (type e) drawn from the product analysis: novice IDC growth "shows the characteristics of simplicity and framework", which they present as confirming Hardré's (2006) summary of simplification, linearity, and dogma in novice teachers.

"the growth of the instructional design competence of pre-service preschool teachers shows the characteristics of simplicity and framework, which confirms Harder's (2006) summary of simplification, linear, dogma of instructional design competence of novice teachers."

Discussion¶

Related Claims¶

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• Self-reported average level of technology use rose across three administrations of the LoA survey, though not for every technology — related
• Interactive whiteboard results showed shifts between orientation/preparation after returning to schools, raising questions about perceived versus actual use — related
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• Across repetition cycles, attention can shift from message meaning to linguistic form, enabling recycled language and self-correction — related
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