Research on network personalized training model based on diagnostic ofinstructional design
Jie Li
Beijing Normal University，China
littlejie@126.com

Ning Ma
Beijing Normal University，China
horsening@163.com

Ling Chen
Beijing Normal University，China
bnukuayue@163.com

Baoping Li
Beijing Normal University，China
libp@bnu.edu.cn

Abstract: With the development of information technology, the network training becomes an important
way to promote teachers’ professional development. However, the existing network trainings depart fromthe work situation and lack of aim, such as “national training program for primary and secondary schoolteachers” and “educational technology training” etc. It is difficult to meet the individual needs of teachers.
The aim of the study is to construct network personalized training mode based on diagnostic of
instructional design, which can provide problem-oriented personalized training and can be combined withteachers' work situation. The authors carried out a design-based research. And the outcome was a network
personalized training mode consisting of three stages, personalized diagnosis, personalized activity
recommendations and personalized evaluation. The authors hope it can provide suggestions to carry out thenetwork personalized training for teachers in primary and secondary schools.
Keywords: personalized training, network training, teacher training model, diagnostic of instructional design

Background
With the rapid development of information technology, computer and network has increasingly become the toolof people's life, work, and study. At the same time it is widely used in the field of education, accelerating thedevelopment of education informatization. In the context of information technology in education, the technical tool
to support teacher development is increasingly important. But teachers have different development stage, theteachers of each stage has different psychological ability characteristics, research ability, teaching ability, which havedifferent development needs. So teachers need personalized training and guidance.
Educational technology training for teacher in K12 is one of the regular work on "Theoretical and PracticalInnovative Experimental Research on Leaping Development of Fundamental Education” project, which the authors
participate in. Training for primary and secondary teachers, mainly adopted the way of centralized training with a
combination of online training, is facing problems. First, it is difficult to concentrate teachers to participate face toface training because of pressure in work and study. Second, teachers have learning loneliness in the online training
because it lacks the sustained attention. Third, it is difficult to use training contend to migrate teaching practicebecause they are from the teachers' work situation. Fourth, it is difficult to meet the individual needs because teacher
has different technical capabilities and training needs.

Literature Overview
There are a lot of researches about teacher training in China. To helping with the research about teacher training
we analysis the literature as follows.
Previous research
In the practice field of teachers’ professional development, “national training program for primary andsecondary school teachers” has been attended by many teachers, which takes short-term concentrated training,
replacement off-job training and large-scale online training. During 2010, nearly one million teachers participated inthe "national training program” of Demonstration projects and Midwest distance training project (Kangli, Feng
Yongliang & Gaoying,2011). But because of the large number of teachers, it is difficult to provide personalized
training and guidance to meet each teacher’s demand. Intel teach to the future which uses the waterfall model has
formed a rapid diffusion of training system (Zhu Zhiting & Li Jiahou, 2003). But the project adopting classroom
training methods is lack in flexibility of time and space and its training effect reduced step by step. "Information
technology and application of remote training" (IT&AT) project dominated by self-study is lack of personalized
learning resources application and close contact with the practice.
In the research field of teachers’ professional development, teacher training model relying on technology is
divided into distance/online learning model, the school-based training model, cooperative learning model by Qindan(Qindan &Wu Lizhi, 2013). Many researchers put forward distinctive teacher training models from different
perspectives, such as Gu Xiaoqing built up teacher's professional development model of action learning circle basedon teacher's practical knowledge(Gu Xiaoqing, 2005); Jin Yanhong proposed hierarchical hybrid network-based
training model in the analysis of existing training model (Jin Yanhong & Guo Shaoqing, 2010); Wei Shunping built
a working process-oriented teacher training model under the network environment considering teachers' work
practices (Wei Shunping & Sun Wanfu,2011) . These training models are presented from a technical perspective,
which can use the advantages of distance education, take into account the stages of teacher development and design
effective training programs, to migrate training content utilization in the practice. But they can’t meet different needs
for each other.
The concept of personalized training
Personalization refers to non-popular. Personalized training is personalized education theory applied in the areaof training. Professor Jiao JianLi considered one of the most promising education technologies from 2013 to 2014 isSpecialized training. Specialized training is not unified training, is based problem-solving personalized training forarea in the workplace, and teacher training(Jiao Jianli, 2013). Personalized training is defined as the diagnosis
teachers’ teaching problems exposed in practice, and then needs analysis, design and recommendation targeted
online training activities to solve the practical problems of teaching and promoting professional development ofteachers. Network personalized training based on diagnostic of instructional design relying on the study refers todiagnosis instruction design plan which teacher submit to identify the problem, then design / recommendations
training activities according to the specific issues to help teachers solve the issues of instructional design.

Methodology
Research Question
How to make full use of network training advantages, combined with teachers' work practices, to provide
teachers with individualized educational technology training? It includes four research contents: (1) personalized
training model based on diagnostic of instructional design, (2) The diagnosis framework of personalized training, (3)Personalized training activities design and recommend mechanism, (4) Personalized training evaluation design
Design-based research
The research is conducted as a DBR process, which in this study is understood as developing, testing,investigating, and refining (1) the learning environment designs, such as the technological tools, curriculum, learning
activities, software, school organizations, and school community collaboration, and (2) the theoretical constructs,
such as the pedagogical models that support learning and illustrate and predict how learning occurs (Barab & Squire,2004). The aim of DBR in this study is to (1)construct and refine network personalized training mode based on
diagnostic of instructional design, (2)design and development personalized training activities, (3) generate theprinciples of personalized training.
ParticipantsAuthors selected ZhuoLu experimental area in Hebei Province, China implementing personalized training.
There are ten participants that come from ten different schools through the principle of convenience sampling. They
are all Chinese teachers in Grade One. They were involved in "Theoretical and Practical Innovative Experimental
Research on Leaping Development of Fundamental Education” project in August 2012, so they participated inexperiential training and understood the development the basic concept and mode of the subject.
Research Process
formulate training
programs
Literature
review

put forward
research question

First circle

Assess andadjustment

construct model
Assess andadjustment

Third circle

Assess andadjustment

Form training
model andstrategy

Second cicle

Refine model

Expected Results(1) Network personalized training model based on diagnostic of instructional design(2) Personalized training programs for the "Theoretical and Practical Innovative Experimental Research on Leaping
Development of Fundamental Education” project(3) Personalized training strategies

Primary Literature Reference
Barab, S., & Squire, K. (2004). Design-based research: Putting a stake in the ground. Journal of the Learning Sciences, 13(1),1-14.
Gu Xiaoqing & Zhu Zhiting. (2005). Teacher professional development model. China Educational Technology, 3, 5-8.
Jin Yanhong & Guo Shaoqing. (2010). Research on classification layered hybrid primary and secondary school teachers training
mode based on the network. Distance Education in China, 11, 65-68.
Jiao Jianli(2013). 25th march, 2013.From http://www.jiaojianli.com/2119.html
Kang Li, Feng Yongliang & Gao Ying.(2011).”National training program”: changing Chinese teachers. Chinese teacher paper,2(1).
Qin Dan & Wu Zhili. (2013). Teachers' professional development under the background of informatization research: based on theperspective of technology application. China Educational Technology,5,54-59.
Wei Shunping & Sun Fuwang. (2011). Working process oriented teacher training model under the network environment, China
Education Information,23,19-23.
Young, M. F. (1993).Instructional design for situated learning. Educational Technology Research and Development, 41(1): 43- 58.
Zhu Zhiting & Li Jiahou. (2003). Intel teach to the future toward China education reforms. E-Education Research,4,3-8.