Design and Development (7)

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  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

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  Design Learning Assessment

  Design learning assessment

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  Develop Instructional Materials

  Develop instructional materials

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  Design Instructional Interventions

  Design Instructional Interventions

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  Instructional Design and Development Process

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

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  Systematic Design

  SYSTEMATIC APPROACH TO DESIGN

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  Select or modify existing instructional materials

  Select or modify existing instructional materials

Evaluation and Implementation (3)

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  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.

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  Evaluate Instructional and Noninstructional Interventions

  Evaluate Instructional and Noninstructional Interventions

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  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)

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  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

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  Analysis Techniques for Instruction

  Select and use analysis techniques for determining instructional content

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  Analyze Technologies

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

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  Target Population and Environment

  Identify and describe target population and environmental characteristics

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  Gap Analysis

  Conducting a gap analysis

Professional Foundations in LDT (5)

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  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.

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  ID Knowledge, Skills, and Attitudes

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

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  Applying ID Research & Theory

  Applying research and theory to the discipline of instructional design

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  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.

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  Ethical, Legal, and Political Implications of Design

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