Education Specialist

Competencies/Skills for Instructional Designers

  1. Perform a needs assessment/analysis

    Develop a needs assessment/analysis plan and instrument
    Conduct a needs assessment/analysis and collect data
    Identify discrepancies based on analysis of data collection
    Recommend options that solve the discrepancies

  2. Plan and monitor training projects

    Develop a project management plan
    Develop cost-benefit analysis
    Develop budgets and schedules
    Identify resource allocation requirements
    Monitor activities and make appropriate adjustments to achieve project goals
    Identify constraints that impact budget, schedule, resource requirements

  3. Assess the relevant characteristics of the target audience

    Select the target audience characteristics that are appropriate for assessment
    Develop a target audience profile
    Differentiate between the types of learners that will benefit from the instruction from those who will have difficulty comprehending the courseware

  4. Assess the relevant characteristics of the setting

    Identify relevant resources, constraints, and context of the development and delivery environments
    Identify how the courseware will be used in the curriculum
    Evaluate how the setting characteristics may impact proposed instructional approaches
    State a rationale for the selection of the resources and constraints of the development and delivery environments chosen

  5. Perform job, task, and/or content analysis

    Analyze the characteristics of a job, task, or body of knowledge
    Identify appropriate source documentation to support analysis
    Identify tasks, subtasks, cognitive processes and their sequential and/or hierarchical relationships
    Comprehend technical content in terms of the entire course content and individual lessons
    Assess frequency, criticality, difficulty and complexity of knowledge and skills contained in curricula to accommodate target audience learning styles
    Identify prerequisite knowledge and skills for tasks, subtasks, and knowledge

  6. Write criterion-referenced, performance-based objectives

    State an objective in performance terms that reflect the intent of instruction
    Sequence the objectives to reflect the curriculum design
    Describe the relationship between the objectives, technical content and performance measurement

  7. Select instructional media

    Identify instructional media options that address training needs
    Describe characteristics of instructional media
    Evaluate candidate training system hardware and software capabilities and limitations
    Conduct a cost-benefit analysis to determine cost-effectiveness of instructional media options that support objectives within imposed constraints
    Recommend instructional media that provides utility and probability across and within each unit of instruction

  8. Recommend instructional strategies

    Discuss learning theories, instructional design strategies, instructional psychology, and learning styles appropriate to the curricular objectives
    Describe and provide a rationale for the selection of an instructional approach
    Design instructional materials that are appropriate to the ability level of the learners

  9. Develop performance measurement instruments

    Develop performance measures: criterion-referenced achievement tests, questionnaires, interviews, simulation scenarios, observation checklists, performance checklists, product checklists
    Identify variables to measure and construct assessment items appropriate to the associated objective
    Judge the validity and reliability of instruction based on statistical results
    State the rationale for using one type of assessment tool over another

  10. Develop training program materials

    Develop media materials that are linked to and within the hardware/software constraints, are consistent across and between lessons, and clearly communicate information
    Develop flowcharts to identify learning events at the frame specific level using standardized symbology
    Develop storyboards using a template appropriate to the needs of the project to
    Enter data that clearly communicates what will be developed and presented to the user
    Select and construct appropriate interactions and user control techniques
    Write scripts that include: Introductions, body, transitions, and summary in conversational, active voice to match comprehension level of target audience
    Consistent use of tense, grammar, terminology that is interesting and varied
    Use a variety of authoring and/or software applications packages
    Develop audiovisual display designs that include: screen layouts and human-machine interfaces
    Develop course support materials and documentation
    Perform debug procedures to identify inconsistencies and discrepancies
    Understand video production/postproduction procedures
    Understand the relationship between storyboard production and courseware production

  11. Prepare end-users for implementation of courseware materials 

    Train instructors on how to present courseware to students
    Provide guidance to users on hardware, software, and courseware

  12. Evaluate instruction, program, and process

    Develop a formative/summative evaluation plan and conduct the formative/summative evaluation
    Generate specifications for revisions based on feedback collected during evaluation

  13. Demonstrate an ability to grasp technical content

  14. Communicate effectively by visual, oral, and written form with individuals, small group, and in front of large audiences

  15. Interact effectively with other people

    Establish rapport with individuals and groups
    Ask questions, explain information, listen
    Deal with impediments to progress among members of a group (friction, resistance)

  16. Demonstrate good work habits

    Demonstrate organizational skills and time management abilities
    Demonstrate flexibility and problem solving abilities