Design and Development (7)

  • Design and Development

    This competency domain is essential at various degrees for all instructional designers and managers of instructional design projects. The goal for the instructional designer is to maintain competency in the fundamental activities and thinking in design and development and expand the use of these practices as new technologies and methodologies emerge. Learners will be expected to showcase mastery in six competency areas: Instructional Design and Development Process Systematic Design Design Instructional Interventions Select or Modify Existing Instructional Materials Develop Instructional Materials Design Learning Assessment

  • Instructional Design and Development Process

    Use of instructional design and development process appropriate for a given project

  • Select or modify existing instructional materials

    Select or modify existing instructional materials

  • Develop Instructional Materials

    Develop instructional materials

  • Design Instructional Interventions

    Design Instructional Interventions

  • Systematic Design

    SYSTEMATIC APPROACH TO DESIGN

  • Design Learning Assessment

    Design learning assessment

Evaluation and Implementation (3)

  • Evaluation and Implementation

    This competency domain recognizes the importance of evaluation in instructional design. Without some sort of evaluation, the instructional designer does not know whether or not the proposed intervention meets its objectives and is successful. Such information can then be used to determine the appropriate revisions need in instructional design plans and materials. Finally, through the evaluation work, the instructional designer can become more aware of any issues that need to be addressed with the implementation, dissemination, and diffusion of the interventions. Learners will be expected to showcase mastery in two competency areas: Evaluate instructional and non-instructional interventions. Design a plan for dissemination and diffusion of instructional and/or non-instructional interventions.

  • Evaluate Instructional and Noninstructional Interventions

    Evaluate Instructional and Noninstructional Interventions

  • Design a Plan for Dissemination and Diffusion of Instructional and/or Non-Instructional Interventions

    Design a plan for dissemination and diffusion of instructional and/or non-instructional interventions

Planning and Analysis (5)

  • Planning and Analysis

    This competency domain represent critical components in the ID process. It is in this phase that the foundational data for the project is collected during a needs assessment, the general design of the program is determined, content is validated and organized, learners and learning and practice environments are analyzed, and technology use is determined. Learners will be expected to showcase mastery in four competency areas: Conduct a gap analysis in order to describe the nature of a learning or performance problem and propose a potential instructional and/or non-instructional solutions and strategies Identify and describe target population and environmental characteristics Select and use analysis techniques for determining instructional content Analyze the characteristics of existing and emerging technologies and their potential use

  • Analyze Technologies

    Analyze the characteristics of existing and emerging technologies and their potential use

  • Analysis Techniques for Instruction

    Select and use analysis techniques for determining instructional content

  • Gap Analysis

    Conducting a gap analysis

  • Target Population and Environment

    Identify and describe target population and environmental characteristics

Professional Foundations in LDT (5)

  • Professional Foundations in LDT

    This competency domain is an explicit recognition of the current professional status of the instructional design field. As with any profession, this status has associated obligations and expectations. These obligations and expectations range from clear and coherent communication skills to responsibility for advancing the profession and advancing within the profession. Learners will be expected to showcase mastery in four competency areas: Effective communications . Application of research and theory. Updating and improving personal competence. Responding to ethical, legal, and political implications of design.

  • ID Knowledge, Skills, and Attitudes

    Update and improve knowledge, skills, and attitudes pertaining to the instructional design process and related fields.

  • Applying ID Research & Theory

    Applying research and theory to the discipline of instructional design

  • ID Professional Communicator

    Communication as a skillset is absolutely vital and essential for an ID in the field. Communication occurs at every phase of the design process from initial needs assessment, development, and all the way to implementation. Instructional designers are tasked with many different roles and responsibilities which require a high level of oral, written, and visual communication skills.

  • Ethical, Legal, and Political Implications of Design

    Identify and respond to ethical, legal, and political implications of design in the workplace

Summary

Jonas Cain is a Positivity Coach, Learning Experience Designer, and Facilitator of Fascination for Hashtag Positivity, an educational company that helps emerging leaders and their influencers initiate and manage positive change for individual, team, and organizational growth.

Key services include social-emotional knowledge and skills training, change management resources, and coaching support to help clients gain clarity, confidence, and courage in their initiatives.

Location

Massachusetts

Industry

Personal & Professional Development

Education

Purdue University | Learning Design & Technology (M. Ed.) | May 2021

Salem State University | Liberal Studies, Social Ethics (BA) | May 2016

 

Experience

Hashtag Positivity, LLC | Instructional Designer, Facilitator, Owner (2016 – Present)

Hashtag Positivity is a social entrepreneurship that provides online courses, virtual coaching, professional development workshops, leadership assessments, and instructional design services. Resources include articles, coaching videos, books, and podcasts. Skills required include leadership, vision, project management, leadership, patience, executive presence, marketing and sales, research and development, proposal writing, curriculum development, video and audio production, script writing, voice over, public speaking, adaptability and improvisation, and subject matter expertise, among other entrepreneurial responsibilities.

 

Hampshire Regional High School | Paraeducator (2021 – present)

Duties include supporting lead instructors, supervising students with special needs, facilitating specialized instruction, and report writing. Skills required include patience, adaptability, written and verbal communication, leadership, social skills, empathy, team mentality, and knowledge of curriculum and conduct expectations.

 

Westfield State University | Seasonal Enrichment Instructor (2011 – 2019)

Duties included creating a curriculum development, teaching up to fifteen elementary and middle school age students, mentoring high school age volunteers, executing lesson plans, and organizing a capstone showcase event for peers and families. Skills required include public speaking, organization, time-management, patience, creativity, and subject matter expertise.

 

Holyoke Public Schools | Enrichment Instructor (2011 – 2012)

Duties included creating a course curriculum, teaching up to 15 inner-city elementary and middle school age students, carrying out lesson plans, coordinating quarterly student showcase events for peers and families, attending training seminars, and evaluating student and program effectiveness. Skills required include public speaking, organization, time-management, patience, creativity, and subject matter expertise.

                                                                      

Ware Junior/Senior High School | Substitute Teacher & Paraprofessional (2010 –2012)

Duties included supervising up to twelve mentally and behaviorally challenged students in a Structured Learning Classroom and LEAP Program, creating and executing lesson plans, monitoring behavior, evaluating student progress and teaching social/emotional skills. Skills required included patience, adaptability to an ever changing dynamic, quick thinking, and knowledge of curriculum and conduct expectations.

 

Springfield Symphony Orchestra | Traveling Exhibit Coordinator & Presenter (2010 – 2011)

Duties included developing and delivering an edutainment program to elementary school children and coordinating school visits. Skills required included creativity, organization, coordination, time management, communication, public speaking, patience, and musical expertise and skills.

 

Palmer High School | Substitute Teacher (2009 – 2009)

Duties included supervising up to thirty high school students, creating and executing lesson plans, following and facilitating established lesson plans, monitoring behavior, and evaluating student progress. Skills required included patience, adaptability to an ever changing dynamic, quick thinking, and knowledge of curriculum and conduct expectations.

 

Wilbraham Music | Music Teacher (2002 – 2009)

Responsibilities included giving one-on-one instrumental music lessons and leading small music ensembles for students of varying age and ability levels, from children to adults. Skills required included communication, patience, leadership, coaching, teamwork, and musical expertise and skills.

 

Interactive Comedy Magic | Writer, Marketer, Presenter, Owner (1996 – present)

Interactive Comedy Magic provides entertainment solutions for small to medium sized public, private, and corporate clients. Skills required include research and development, script writing, marketing and sales, public speaking, comedy skills, magical abilities, adaptability and improvisation, among other entrepreneurial responsibilities.

 

PHILANTHROPY

Board of Directors, Massachusetts Boys & Girls State Foundation (2019-present)

Youth Leadership Counselor, Massachusetts Boys State (2002-present)

Mountaineering & Fundraising, Climb For Hope (2018-present)

 

AWARDS

Global Presence Ambassador | Parenting 2.0 (2020)

 

AVOCATIONS

Magic | Music | Climbing Mountains