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خسروی چهکندک, مهدیه, رستمی نژاد, محمد علی, اکبری بورنگ, محمد. (1401). شناسایی شایستگی‌های حرفه‌ای متخصصان تولید محتوای الکترونیکی. فناوری آموزش, 17(1), 169-184. doi: 10.22061/tej.2022.9050.2775
مهدیه خسروی چهکندک; محمد علی رستمی نژاد; محمد اکبری بورنگ. "شناسایی شایستگی‌های حرفه‌ای متخصصان تولید محتوای الکترونیکی". فناوری آموزش, 17, 1, 1401, 169-184. doi: 10.22061/tej.2022.9050.2775
خسروی چهکندک, مهدیه, رستمی نژاد, محمد علی, اکبری بورنگ, محمد. (1401). 'شناسایی شایستگی‌های حرفه‌ای متخصصان تولید محتوای الکترونیکی', فناوری آموزش, 17(1), pp. 169-184. doi: 10.22061/tej.2022.9050.2775
خسروی چهکندک, مهدیه, رستمی نژاد, محمد علی, اکبری بورنگ, محمد. شناسایی شایستگی‌های حرفه‌ای متخصصان تولید محتوای الکترونیکی. فناوری آموزش, 1401; 17(1): 169-184. doi: 10.22061/tej.2022.9050.2775

شناسایی شایستگی‌های حرفه‌ای متخصصان تولید محتوای الکترونیکی

فناوری آموزش
مقاله 11، دوره 17، شماره 1 - شماره پیاپی 65، دی 1401، صفحه 169-184    اصل مقاله (931.68 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2022.9050.2775
نویسندگان
مهدیه خسروی چهکندک؛ محمد علی رستمی نژاد* ؛ محمد اکبری بورنگ
گروه علوم تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه بیرجند، بیرجند، ایران
تاریخ دریافت: 17 تیر 1401،  تاریخ بازنگری: 10 آذر 1401،  تاریخ پذیرش: 06 دی 1401 
چکیده
پیشینه و اهداف: در دنیای امروز و در محیط­ های کسب وکار رقابتی ظرفیت ­ها، شایستگی­ ها و قابلیت­ های نیروی انسانی و شناسایی، پرورش و روزآمدسازی آن­ها نقش بسیار تعیین ­کننده­ای در بقا و ادامه­ حیات سازمان دارد و سازمان­ ها بدون برنامه­ نظام­مند به هیچ عنوان نم ی­توانند از کنار آن­ها بگذرند. نیروی انسانی به ­عنوان منابع استراتژیک و سرمایه ­های دانشی سازمان ها شناخته می­شوند و قطعاً هرگونه بی­ توجهی به توانایی­ ها و شایستگی ­های آن­ها سازمان­ها را خلع امتیاز رقابتی کرده و آن­ها را قربانی تغییرات و رقابت­ های شدید می­کند. پیشرفت تکنولوژی و دیجیتالی شدن زندگی انسان در چند سال اخیر باعث ایجاد نیازهای جدیدی در بازار کار و حتی زندگی مردم شده است که در نتیجه بازار مشاغل روز به روز تغییر کرده و انواع و اقسام شغل­های مختلف به­وجود آمده است. حضور گسترده‌ کسب وکارها در وب و شبکه­ های اجتماعی و استفاده از سایت و وبلاگ برای معرفی و فروش محصولات باعث شده که نیاز به تولید محتوا و درنتیجه نیاز به متخصص تولید محتوای الکترونیکی هم بیش از هر زمان دیگری احساس شود. در این راستا هدف پژوهش حاضر شناسایی شایستگی­ های حرفه­ ای متحصصان تولید محتوای الکترونیکی است.
روش‌ها:‌ پژوهش با رویکرد کیفی و روش تحلیل محتوای کیفی انجام شد. داده ­های موردنیاز برای دستیابی به هدف پژوهش از طریق بررسی اسناد و متون داخلی و خارجی و مصاحبه با خبرگان، اساتید و دانشجویان مقطع ارشد و دکتری تکنولوژی آموزشی، فناوری اطلاعات، رایانه و برنامه ­ریزی درسی صاحب تجربه در زمینه­ آموزش الکترونیکی که تجربه­ تولید محتوای الکترونیکی را دارند، گردآوری شد. ابتدا در گام اول برای شناسایی شایستگی­ های متخصص تولید محتوای الکترونیکی، با روش مرور مطالعاتی نقلی مقالات، کتب، نشریات و سایت ­های معتبر علمی داخلی و خارجی مرتبط با برنامه­ درسی تولید محتوای الکترونیکی مورد بررسی قرار گرفتند. جهت انتخاب منابع علمی از سایت­های معتبر همچون ScienceDirect SAGE, Elsevier, Scopus, Eric)) استفاده شد. ملاک شمول در مورد مقالات و منابع این سایت­ ها این بود که مقالات موردنظر در بازه­ سال­های 2000 تا 2021 باشند و هم­چنین در ارتباط با تولید محتوای الکترونیکی و معیارهای شایستگی در برنامه درسی باشند. در گام دوم بعد از شناسایی عناصر و شاخص­ها با خبرگان، اساتید و دانشجویان مقطع ارشد و دکتری تکنولوژی آموزشی، فناوری اطلاعات، رایانه و برنامه­ریزی درسی صاحب تجربه در زمینه­ آموزش الکترونیکی که تجربه­ تولید محتوای الکترونیکی را دارند، در مورد این شاخص­ ها و میزان اهمیت و کفایت هر یک مصاحبه­ای به ­صورت مصاحبه نیمه ساختار یافته صورت گرفت. هدف از مصاحبه­ ها شناسایی ابعاد و مؤلفه­های پنهان یا شاخص ­هایی بود که در مبانی نظری و پژوهش­ های پیشین ممکن بود به آن­ها اشاره­ای نشده باشد. قلمروی پژوهش کلیه اساتید و دانشجویان مقطع ارشد و دکتری تکنولوژی آموزشی، فناوری اطلاعات، رایانه و برنامه­ریزی درسی صاحب تجربه در زمینه­ آموزش الکترونیکی و تولید محتوای الکترونیکی بودند. نمونه­ پژوهش به ­صورت هدفمند و بر مبنای اصل کفایت داده‌ها تعیین شد.
یافته‌ها: یافته­های پژوهش شایستگی­ های حرفه­ای متخصصان تولید محتوای الکترونیکی را در سه درون­مایه­ شناختی (با دو طبقه­ دانش تخصصی رشته­ تولید محتوای الکترونیکی و دانش عمومی)، شایستگی­ های مهارتی (با چهار طبقه­ مهارت­های آموزشی، مهارت­های طراحی، مهارت­های تولید و مهارت­های نرم) و شایستگی­ های نگرشی (با سه طبقه­ اصول نگرشی مربوط به رشته­ تولید محتوای الکترونیکی، اصول اخلاقی و اصول فرهنگی و اجتماعی) شناسایی کرد.
نتیجه‌گیری: یافته ­های این پژوهش می­تواند در مراحل مختلف طراحی برنامه درسی تولید محتوای الکترونیکی مبتنی بر شایستگی مورد استفاده قرار گیرد.
کلیدواژه‌ها
محتوای الکترونیکی؛ شایستگی؛ برنامه درسی؛ تولید محتوا
موضوعات
تهیه و تدوین محتوای الکترونیکی
عنوان مقاله [English]
Identifying the professional competencies of specialists in electronic content production
نویسندگان [English]
M. Khosravi Chahkandak؛ M. Rostaminezhad,؛ M Akbaribooreng
Department of Education, Faculty of Education and Psychology, University of , Birjand, Iran
چکیده [English]
Background and Objectives: In today's world and in competitive business environments, the capacities, competencies and capabilities of human resources and their identification, development and updating play a very decisive role in the survival and continuation of the life of the organization and organizations can, by no means, pass by them without having a systematic plan. Manpower is recognized as a strategic resource and knowledge capital of organizations, and certainly any disregard for their capabilities and competencies will deprive organizations of competitive advantage and make them victims of change and serious rivalries. Advances in technology and the digitalization of human life in recent years have created new needs in the labor market and even in people's lives as a result of which the job market has changed day by day and different types of jobs have been created. The widespread presence of businesses on the web and social networks and the use of sites and blogs to promote and sell products has created the need to produce content and, therefore, the need for specialists in electronic content production is felt more than ever. In this regard, the aim of the present study is to identify the professional competencies of specialists in electronic content production.
Methods: The research was conducted with a qualitative approach and qualitative content analysis method. The data required to achieve the research goal were collected by reviewing internal and external documents and interviews with experts, professors and postgraduate and doctoral students in educational technology, information technology, computer and curriculum planning with expertise in the field of e-learning who had experience in producing electronic content. First, in order to identify the competencies of  specialist in electronic content production, articles, books, publications, and reputable domestic and foreign scientific sites related to the electronic content production curriculum were reviewed by using the review method of descriptive studies to select scientific sources from reputable sites, such as ScienceDirect, SAGE, Elsevier, Scopus, Eric. The selection criteria for the articles and resources of these sites were that the selected articles had to have been published in the period of 2000 to 2021 and also, they had to be related to the production of electronic content and competency criteria in the curriculum. After identifying the elements and indicators with experts, professors and postgraduate and doctoral students in educational technology, information technology, computer and curriculum planning, with expertise in the field of e-learning who had experience in producing electronic content, an interview with a semi-structured format was conducted regarding these criteria and the amount of their importance and adequacy. se the purpose of these interviews was to identify the hidden dimensions and components or indicators that may not have been mentioned in the previous theoretical foundations and research. The field of research included all professors and postgraduate and doctoral students in educational technology, information technology, computer and curriculum planning who were experienced in the research field of e-learning and e-content production. The research sample was determined purposefully based on the principle of data adequacy.
Findings: The research findings categorized the professional competencies of the experts in  the production of electronic content in three categories of cognitive competencies (with two categories of specialized knowledge in the field of electronic content production and general knowledge), skill competencies (with four categories of training skills, design skills, production skills and soft skills) and attitudinal competencies (with three categories of attitude principles related to the field of electronic content production, ethical principles and cultural and social principles).
Conclusion: The findings of this study can be used in different stages of designing a competency-based electronic content production curriculum.
کلیدواژه‌ها [English]
Electronic content, Competency. Curriculum, Content production
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