Instructional designers use principles of learning and
instruction to develop instructional materials and learning activities. They do
this by using theory, communication theory, and technology to solve educational
and training needs and problems.
ID focuses
on designing effective instruction.
ID
requires a balance of instructional design, psychology of learning, and technology.
ID is
not about teaching.
Retrieved from http://www.capella.edu/idol/index.aspx
Retrieved from http://theelearningcoach.com/elearning_design/is-this
instructional-design/
How Do IDs Do Their
Job?
Instructional designers perform a wide variety of jobs aimed
at delivery of effective instruction to maximize student learning and success.
Below are some of the many skills of an instructional designer:
Work with
subject matter experts to determine what students need to learn
Develop
objectives and ensure content matches those objects
Revise
and rewrite content to shape it for learning needs
Structure
content and activities for student learning
Create
media to support learning (e.g., visual aids for face-to-face, various
multimedia for e-learning and online)
Develop
assessments (note that this does not only mean tests)
Adapt instructional
materials created for one format to another format (usually this is
adapting materials from face-to-face to e-learning)
Retrieved from http://theelearningcoach.com/elearning_design/is-this-instructional-design/
IBSPI Competencies
for IDs
Here are competencies identified by the International Board
of Standards for Training, Performance, and Instruction (IBSPI). These
standards give an sense of what and instructional designer does.
Professional
Foundations
Communicate effectively in visual, oral and written
form. (Essential)
Apply current research and theory to the practice of
instructional design. (Advanced)
Update and improve one’s knowledge, skills and
attitudes pertaining to instructional design and related fields.
(Essential)
Apply fundamental research skills to instructional
design projects.(Advanced)
Identify and resolve ethical and legal implications
of design in the work place. (Advanced)
Planning and
Analysis
Conduct a needs assessment. (Essential)
Design a curriculum or program. (Essential)
Select and use a variety of techniques for
determining instructional content. (Essential)
Identify and describe target population
characteristics. (Essential)
Analyze the characteristics of the environment. (Essential)
Analyze the characteristics of existing and emerging
technologies and their use in an instructional environment. (Essential)
Reflect upon the elements of a situation before
finalizing design solutions and strategies. (Essential)
Design and
Development
Select, modify, or create a design and development
model appropriate for a given project. (Advanced)
Select and use a variety of techniques to define and
sequence the instructional content and strategies. (Essential)
Select or modify existing instructional materials.
(Essential)
Develop instructional materials. (Essential)
Design instruction that reflects an understanding of
the diversity of learners and groups of learners. (Essential)
Evaluate and assess instruction and its impact.
(Essential)
Implementation
and Management
Plan and manage instructional design projects.
(Advanced)
Promote collaboration, partnerships and relationships
among the participants in a design project. (Advanced)
Apply business skills to managing instructional
design. (Advanced)
Provide for the effective implementation of
instructional products and programs. (Essential)
Retrieved from http://www.instructionaldesigncentral.com/htm/IDCPinstructionaldesigndefinitions.htm
Who is an
Instructional Designer?
Instructional designers use principles of learning and
instruction to develop instructional materials and learning activities. They do
this by using theory, communication theory, and technology to solve educational
and training needs and problems.
ID focuses
on designing effective instruction.
ID
requires a balance of instructional design, psychology of learning, and technology.
ID is
not about teaching.
Retrieved from http://www.capella.edu/idol/index.aspx
Retrieved from http://theelearningcoach.com/elearning_design/is-this
instructional-design/
How Do IDs Do Their
Job?
Instructional designers perform a wide variety of jobs aimed
at delivery of effective instruction to maximize student learning and success.
Below are some of the many skills of an instructional designer:
Work with
subject matter experts to determine what students need to learn
Develop
objectives and ensure content matches those objects
Revise
and rewrite content to shape it for learning needs
Structure
content and activities for student learning
Create
media to support learning (e.g., visual aids for face-to-face, various
multimedia for e-learning and online)
Develop
assessments (note that this does not only mean tests)
Adapt instructional
materials created for one format to another format (usually this is
adapting materials from face-to-face to e-learning)
Retrieved from http://theelearningcoach.com/elearning_design/is-this-instructional-design/
IBSPI Competencies
for IDs
Here are competencies identified by the International Board
of Standards for Training, Performance, and Instruction (IBSPI). These
standards give an sense of what and instructional designer does.
Professional
Foundations
Communicate effectively in visual, oral and written
form. (Essential)
Apply current research and theory to the practice of
instructional design. (Advanced)
Update and improve one’s knowledge, skills and
attitudes pertaining to instructional design and related fields.
(Essential)
Apply fundamental research skills to instructional
design projects.(Advanced)
Identify and resolve ethical and legal implications
of design in the work place. (Advanced)
Planning and
Analysis
Conduct a needs assessment. (Essential)
Design a curriculum or program. (Essential)
Select and use a variety of techniques for
determining instructional content. (Essential)
Identify and describe target population
characteristics. (Essential)
Analyze the characteristics of the environment. (Essential)
Analyze the characteristics of existing and emerging
technologies and their use in an instructional environment. (Essential)
Reflect upon the elements of a situation before
finalizing design solutions and strategies. (Essential)
Design and
Development
Select, modify, or create a design and development
model appropriate for a given project. (Advanced)
Select and use a variety of techniques to define and
sequence the instructional content and strategies. (Essential)
Select or modify existing instructional materials.
(Essential)
Develop instructional materials. (Essential)
Design instruction that reflects an understanding of
the diversity of learners and groups of learners. (Essential)
Evaluate and assess instruction and its impact.
(Essential)
Implementation
and Management
Plan and manage instructional design projects.
(Advanced)
Promote collaboration, partnerships and relationships
among the participants in a design project. (Advanced)
Apply business skills to managing instructional
design. (Advanced)
instruction to develop instructional materials and learning activities. They do
this by using theory, communication theory, and technology to solve educational
and training needs and problems.