Identifying Multimedia Production Competencies and Skills of Instructional Design and Technology Professionals: An Analysis of Recent Job Postings

Sugar, William; Hoard, Brent; Brown, Abbie; Daniels, Lee M.

doi:10.2190/et.40.3.b

Cited by 49 publications

(34 citation statements)

References 13 publications

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“…As the field has grown, so have the needs of employers and the demand for employees. However, the contexts and needs of a Fortune 500 company, a K-12 school district, and a higher education institution vary greatly, as do the skill sets of employees in these contexts (Sugar, Hoard, Brown, & Daniels, 2012). Likewise, within these different contexts, competencies are often based on organizational culture (Larson & Lockee, 2009).…”

Section: Background and Contextmentioning

confidence: 99%

What is an ID?

Magruder¹,

Arnold²,

Edwards³

et al. 2019

OLJ

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Instructional design positions in higher education require greater depth and breadth of knowledge, skill, and general competencies than the qualifications found in typical job descriptions and published industry competency sets (e.g., ibstpi). The eDesign Collaborative Research Team, a part of the University Professional Continuing Education Association (UPCEA), wished to explore the discrepancies that exist between commonly identified competencies and those deemed necessary by instructional designers (IDs) actively working in higher education, as results could be informative for administrators, managers, and designers alike as the design field expands. The major competencies found in the literature and coded by the researchers after collecting survey responses included collaboration, communication, theoretical knowledge, problem-solving, course design and development, management (i.e., project management), research and analysis, technological expertise, ongoing learning, leadership, relationship management, evaluation, marketing, ethical and legal considerations of design, faculty development, and editing/proofreading. The participants rated these competencies and explored the relationship of the highly rated competencies with the actual work performed by the participants. Likewise, the study sought to explore the participants' career plans, goals, and access to professional development. The results showed that a majority (56%) described the ID role as a mix of both faculty and content development. When asked what they would rather be doing with their time, an even mix between working more with faculty and working more on content development was observed. Many individuals also mentioned an interest in working more with technology and innovative projects. Collaboration with subject matter experts (SMEs), content experts, faculty, and instructors was by far the most valuable competency, both in importance and time spent. Research and marketing seemed to be least important and garnered the least amount of employee time.

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Section: Background and Contextmentioning

confidence: 99%

What is an ID?

Magruder¹,

Arnold²,

Edwards³

et al. 2019

OLJ

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show abstract

“…For example, researchers have analyzed employer perceptions of multimedia production competencies of the instructional design professional (Sugar, Brown, Hoard, & Daniels, ; Villachica, Marker, & Taylor, ). Additionally, another common approach to defining “employer needs” involves examining job advertisements (which employers obviously create and post) by analyzing the specific skills called for in those advertisements (Ritzhaupt, Martin, & Daniels, ; Sugar, Hoard, Brown, & Daniels, ). Considering the composition of the ISPI HPT panel, the involvement of employers is supported by similar competency and field‐scope defining research within the instructional design realm.…”

Section: Literature Reviewmentioning

confidence: 99%

Knowledge of the Human Performance Technology Practitioner Relative to ISPI Human Performance Technology Standards and the Degree of Standard Acceptance by the Field

Hoard¹,

Stefaniak²

2016

Perf Improvement Qrtly

Self Cite

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A s a fi eld, human performance technology (HPT) can be defi ned as the systematic approach to analysis and improvement of productivity and competence of human performers, traditionally in work settings. And as is the case with professional knowledge and competency standards for instructional design practice (e.g., the International Board of Standards for Training, Performance and Instruction standards), similar standards of HPT knowledge have been provided by a number of professional societies oriented to the HPT fi eld, such as the International Society for Performance Improvement and the Association for Talent Development, though varying focuses in the standards are evident upon close examination. Despite the availability of the HPT fi eld and practitioner competency and knowledge standards, the degree to which practitioners within HPT resemble or practice the standards has not been the subject of signifi cant empirical research.As of the time of this writing, there has been some research into the qualitative beliefs and agreement among practitioners regarding the content and coverage of certain sets of HPT practitioner standards (e.g., Klein & Jun, 2014 ), but little has been published in the way of quantitative skills and knowledge assessment of practitioners as measured against the published standards. Th e present study is intended to examine both the qualitative and quantitative questions about the acceptance and ability Despite the availability of the human performance technology (HPT) competency standards, the degree to which practitioners within HPT practice the standards has not been the subject of signifi cant empirical research. The present study examines whether the International Society for Performance Improvement HPT standards accurately describe the threshold of competency within HPT and the degree to which practitioners apply and utilize the competency standards.

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“…Focusing on visual literacy, though, is not new (Pettersson, 2009); visual literacy has been a focus of IDT since the 1970s (Bishop, 2014;Braden, 1996;Fransecky & Debes, 1972). Over the years, though, visual literacy increasingly has become a skill that IDT professionals need in order to be successful at their jobs (Sugar, Brown, Daniels, & Hoard, 2011;Sugar, Hoard, Brown, & Daniels, 2012). As a result, faculty in IDT courses and programs strive to use authentic and relevant assignments and projects to involve students in the design and assessment of instructional visuals.…”

Section: Introductionmentioning

confidence: 99%

Getting graphic about infographics: design lessons learned from popular infographics

Dunlap

Lowenthal

2016

Journal of Visual Literacy

148

115

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People learn and remember more efficiently and effectively through the use of text and visuals than through text alone. Infographics are one way of presenting complex and dense informational content in a way that supports cognitive processing, learning, and future recognition and recollection. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear; because they are visual presentations as opposed to oral or text presentations, they can quickly tell a story, show relationships, and reveal structure. The following paper reports on an exploration of top 20 'liked' infographics on a popular infographic sharing website to better understand what makes an effective infographic in order to better prepare graduate students as consumers and designers of infographics. The paper concludes with recommendations and strategies on how educators might leverage the power of infographics in their classrooms.

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Identifying Multimedia Production Competencies and Skills of Instructional Design and Technology Professionals: An Analysis of Recent Job Postings

Cited by 49 publications

References 13 publications

What is an ID?

What is an ID?

Knowledge of the Human Performance Technology Practitioner Relative to ISPI Human Performance Technology Standards and the Degree of Standard Acceptance by the Field

Getting graphic about infographics: design lessons learned from popular infographics

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