Instructional Design Competencies
MIT Required Competencies |
Job Qualifications |
Artifact |
Rationale |
Domain of Instructional Design |
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Conduct performance analysis and determine the appropriateness of instructional solutions for the problem. |
Assess performance needs. |
MIT 500-Taking Care of Technology-Self-Instructional Module MIT 502-Special Education Compliance-Performance Enhancement Project MIT 510-Wired for Performance Improvement: Port City Java-Organizational Training Project MIT 522-Let’s Charter IT-Technology Plan
|
-Conducted complete performance analysis -Analyzed performance problem at individual, organization, environment and work levels -Conducted Front End Analysis for large business -Analyzed cause of human performance enhancement problem -Determined appropriate solutions to solve problem
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Analyze performance problems to distinguish between situations requiring instructional solutions and those requiring other solutions. |
Identify design opportunities and recommend and create learning interventions that lead to quantifiable performance improvement. |
MIT 500-Taking Care of Technology-Self-Instructional Module MIT 502-Special Education Compliance-Performance Enhancement Project MIT 510-Wired for Performance Improvement: Port City Java-Organizational Training Project MIT 522-Let’s Charter IT-Technology Plan
|
-Analyzed performance problem at four levels: individual, work, environment and organizational levels -Identified performance gaps by analyzing what is and what should be at all four levels to determine appropriate and effective solutions -Identified gaps requiring instructional solutions -Identified gaps requiring non-instructional solutions |
Evaluate the appropriateness of instructional decisions and provide a rationale for the judgment |
Ability to think critically, strategically and systematically. |
MIT 500-Taking Care of Technology-Self-Instructional Module MIT 510-Wired for Performance Improvement: Port City Java-Organizational Training Project
MIT 520-Becoming a Hybrid Teacher: Special Education Training (program) for General Educators
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-Analyzed appropriateness and effectiveness of possible solutions -Analyzed relatives advantages, positives, negatives and costs of each solution -Provided rationale for solutions that were chosen to close the performance gap
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Plan and conduct needs assessment. |
Conduct and participate in needs analysis studies and assist with long-range planning for incorporating alternative training approaches into the curriculum. |
MIT 500-Taking Care of Technology-Self-Instructional Module MIT 502-Special Education Compliance-Performance Enhancement Project MIT 510-Wired for Performance Improvement: Port City Java-Organizational Training Project MIT 522-Let’s Charter IT-Technology Plan |
-Planned appropriate and effective needs assessment instruments and procedures -Conducted needs assessment at four levels in order to identify the performance problem
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Generate a needs assessment plan including selection of procedures and instruments. |
Applies the following techniques to gather data: focus groups, SMEs, individual interviews, Delphi studies, observation sessions, and document analysis. |
MIT 500-Taking Care of Technology-Self-Instructional Module MIT 502-Special Education Compliance-Performance Enhancement Project MIT 510-Wired for Performance Improvement: Port City Java-Organizational Training Project MIT 522-Let’s Charter IT-Technology Plan |
-Planned specific content for needs assessment instruments and procedures including timeline and processes |
Conduct a needs assessment and interpret results in order to suggest appropriate actions. |
Conducts learning needs analyses, which includes audience & task analyses |
MIT 500-Taking Care of Technology-Self-Instructional Module MIT 502-Special Education Compliance-Performance Enhancement Project MIT 510-Wired for Performance Improvement: Port City Java-Organizational Training Project MIT 522-Let’s Charter IT-Technology Plan MIT 530-Special Education Records Compliance
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-Interpreted results of various needs assessments -Formulated appropriate actions utilizing the results of needs assessments |
E valuate the appropriateness, completeness, and accuracy of given needs assessment plans and results |
Translate audience analysis results into practical and successful learning solutions. |
MIT 500-Taking Care of Technology-Self-Instructional Module MIT 502-Special Education Compliance-Performance Enhancement Project MIT 510-Wired for Performance Improvement: Port City Java-Organizational Training Project MIT 522-Let’s Charter IT-Technology Plan MIT 530-Special Education Records Compliance
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-Analyzed completed needs assessment results and reports in order to determine the accuracy of results |
Assess learner/trainee characteristics. |
Analyze the target audience for the program and ensure that the training is suitable for them.
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MIT 500-Taking Care of Technology-Self-Instructional Module MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
Internship
|
-Analyzed learner characteristics in each project |
Analyze information regarding learner's/trainer's performance problems (instructional needs), situation-related characteristics, decision-related characteristics, and learner-related characteristics to determine appropriate learning outcomes, methods of assessing such outcomes, and delivery systems. |
Conduct analyses (needs, learner, context, task) for custom content development opportunities |
MIT 500-Taking Care of Technology-Self-Instructional Module MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
Internship |
-Analyzed learner characteristics extensively in order to determine instructional methodology and instructional delivery systems that were most effective and appropriate in order for learner to master performance objectives |
Classify entry skills assessment, prerequisite assessment and aptitude assessment. |
Determines prerequisites for learning solutions given the subject matter and learner needs. |
MIT 500-Taking Care of Technology-Self-Instructional Module
MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
Internship |
-Determined learner’s entry behaviors, prior knowledge, education and ability levels |
Distinguish among entry skills, prerequisite skills and aptitude. |
Conducts audience and needs analyses to confirm appropriateness of learning objectives. |
MIT 500-Taking Care of Technology-Self-Instructional Module MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
Internship
|
-Determined skills that learners mastered prior to the instructional delivery -Determined skills that learners needed to have as a precursor to instruction -Determined learner’s education levels and ability to learn |
Identify a range of relevant learner/trainee characteristics and determine methods for assessing them. |
Analyze target audience. |
MIT 500-Taking Care of Technology-Self-Instructional Module MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
Internship
|
Identified learner characteristics including but not limited to: prior knowledge, attitude toward content, attitude toward potential delivery system, academic motivation for instruction, learning preferences/style, attitude toward training organization, and other pertinent general characteristics.
These analyses served to reveal the most effective and appropriate methods for assessing the learners. |
Analyze learners' motivational levels and determine methods for assessing them. |
Develop training assessments to determine the learner's comprehension of the training program's subject matter. |
MIT 500-Taking Care of Technology-Self-Instructional Module MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
Internship |
Identified learner characteristics including but not limited to: prior knowledge, attitude toward content, attitude toward potential delivery system, academic motivation for instruction, learning preferences/style, attitude toward training organization, and other pertinent general characteristics.
These analyses served to reveal the most effective and appropriate methods for assessing the learners. |
Evaluate the appropriateness and adequacy of the assessment of learner/trainee characteristic |
Plan and participate in training program pilots to assure the effectiveness and quality of the training program design and delivery. |
MIT 500-Taking Care of Technology-Self-Instructional Module Results of Formative Evaluation
MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
Internship
|
Planned and conducted formative evaluations including one to one and small group evaluations to determine appropriateness of analyses of learner characteristics. |
Analyze the characteristics of a setting (learning environment ). |
Conduct analyses (needs, learner, context, task) for custom content development opportunities. |
MIT 500-Taking Care of Technology-Self-Instructional Module
MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
Internship |
Conducted a complete analysis of the learning environment. |
Analyze setting characteristics and determine the relevant culture, resources and constraints. |
Conduct analyses (needs, learner, context, task) for custom content development opportunities |
MIT 500-Taking Care of Technology-Self-Instructional Module
MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
MIT 522-Let’s Charter IT-Technology Plan
Internship
|
Conducted full analysis of performance setting including but not limited to: relevant culture, resources and constraints. |
Evaluate the accuracy, comprehensiveness and appropriateness of a setting analysis. |
Conduct analyses (needs, learner, context, task) for custom content development opportunities |
MIT 500-Taking Care of Technology-Self-Instructional Module
MIT 502-Special Education Compliance-Performance Enhancement Project
MIT 522-Let’s Charter IT-Technology Plan
Internship
|
Reviewed analyses to determine accuracy and appropriateness of contextual analysis. |
Conduct analysis of jobs/tasks and content. |
Analyze characteristics of the learning and performance environment. |
MIT 500-Taking Care of Technology-Self-Instructional Module
MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
Internship |
Completed analyses of tasks, work and instructional content. |
Select and use appropriate procedures to analyze the structural characteristics of a job, task and/or content appropriate to that job, task, and/or content, and state a rationale for the selection. |
Select, modify, and create design & development models appropriate for a given project. Provide rationale for the selected design & development model. |
MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
Internship |
Chose the most effective methods to analyze the structure of tasks and instructional content. |
Identify the variables affecting task analysis procedures. |
Assess training needs and conducts needs analysis and task analysis. |
MIT 500-Taking Care of Technology-Self-Instructional Module
MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
Internship |
Recognized variables impacting task analysis procedures and adjusted methodology to complete an effective analysis accordingly. |
Sequence learner outcome. |
Define and sequence instructional content and strategies. Specifies and sequence instructional objectives. |
MIT 500-Taking Care of Technology-Self-Instructional Module Critical Components of Instructional Strategies
MIT 512-Forgotten Sorrows- Webquest
MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training Internship |
Formulated sequence of learner outcomes in order to successfully meet learning objectives. |
Select a procedure for sequencing learner outcomes appropriate to a given situation, sequence the outcomes and state a rationale for the sequence. |
Select, modify, and create design & development models appropriate for a given project. Provide rationale for the selected design & development model. |
MIT 500-Taking Care of Technology-Self-Instructional Module Critical Components of Instructional Strategies
Internship
|
Selected the most logical and effective methodology for properly sequencing learner outcomes. |
Evaluate the accuracy, completeness and appropriateness of a given sequence of learner outcomes. |
Evaluate materials to ensure that learning objectives have been met and appropriately satisfy learning gaps. |
MIT 500-Taking Care of Technology-Self-Instructional Module Critical Components of Instructional Strategies
MIT 512-Forgotten Sorrows- Webquest
MIT 514-Speed Stacking-Distance Education Lesson Design MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
Internship |
Reviewed and analyzed learner outcomes to determine completeness and appropriateness of such outcomes. |
Specify instructional strategies and sequence the instructional strategies. |
Perform content analysis to obtain the specific information to be included in learning programs and performance support solutions. |
MIT 500-Taking Care of Technology-Self-Instructional Module Critical Components of Instructional Strategies
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training Project Design Document
Internship
|
Stated instructional strategies that were utilized to yield the most effective instruction. |
Select a strategy, which is appropriate to information about learner characteristics, culture of the setting, resources and constraints, desired learning outcomes, and other pertinent information, and state a rationale for the selection. |
Select and use a variety of techniques for determining instructional content and strategies. |
MIT 500-Taking Care of Technology-Self-Instructional Module Critical Components of Instructional Strategies
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training Project Design Document
Internship
|
Chose instructional strategies specific to the learners needs as indicated through a complete learner analysis. |
Evaluate the appropriateness of a specified instructional strategy for a given situation |
Evaluate various learning approaches and options. Select media and training methods. |
MIT 500-Taking Care of Technology-Self-Instructional Module Critical Components of Instructional Strategies
MIT 514-Speed Stacking-Distance Education Lesson Design
Design Document
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training Design Document
Internship |
Reviewed and analyzed instructional strategies to evaluate effectiveness and appropriateness of selected strategies. |
Specify a sequence of learner activities appropriate to the achievement of specified learner outcomes and state a rationale for the sequence. |
Structure and organize content into easily followed student materials. |
MIT 500-Taking Care of Technology-Self-Instructional Module |
Stated specific learner activities that were selected and designed to most effectively meet the learning objectives. |
Evaluate the appropriateness and completeness of a given sequence of learner instructional activities |
Validate content of training materials ensuring materials meet department standards and learners’ needs. |
MIT 500-Taking Care of Technology-Self-Instructional Module Critical Components of Instructional Strategies
MIT 514-Speed Stacking-Distance Education Lesson Design
Design Document
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training Design Document
Internship
|
Reviewed and analyzed instructional activities to evaluate effectiveness and appropriateness of selected activities. |
Select appropriate information technologies and design |
Create custom training materials for instructor-led, print, web-based or distance learning delivery.
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MIT 500-Taking Care of Technology-Self-Instructional Module Critical Components of Instructional Strategies
MIT 512-Forgotten Sorrows- Webquest
MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training Design Document
Internship
|
Chose information technologies that corresponded with instructional strategies and would most effectively meet learning objectives. |
Determine instructional resources (media/computer technology) appropriate to instructional activities. |
Continually explore new technologies for potential application to instructional problems. |
MIT 500-Taking Care of Technology-Self-Instructional Module Critical Components of Instructional Strategies
MIT 512-Forgotten Sorrows- Webquest
MIT 512-ADA Workstation Proposal
MIT 522-Let’s Charter IT- Technology Plan
MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training Internship
|
Chose proper media and other technologies that would most effectively correspond with chosen instructional activities. |
Develop specifications for instructional resources (media/emerging technology) required for explicit instructional strategies and learner outcomes. |
Develop project specifications, write proposals and write instructional content. |
MIT 500-Taking Care of Technology-Self-Instructional Module Critical Components of Instructional Strategies
MIT 522-Let’s Charter IT- Technology Plan
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
|
Proper technologies and media were chosen and specifications were created in order to most effectively correlate with instructional strategies and learner outcomes. |
Evaluate existing instructional resources (media/emerging technology) to determine appropriateness for specified instructional strategies and learner outcomes. |
Explore, evaluate, and propose new technologies for potential application to instructional problems. (What’s Coming Next?) |
MIT 500-Taking Care of Technology-Self-Instructional Module
MIT 512-ADA Workstation Proposal
MIT 522-Let’s Charter IT- Technology Plan
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training Design Document
Internship
|
Reviewed current instructional resources that were available and determine which resources would be utilized to most effectively accomplish instructional strategies and learner outcomes. |
Adapt existing instructional resources. |
Participate in client review sessions and revising design documents and storyboards. |
MIT 502-Special Education Compliance-Performance Enhancement Project
MIT 512-ADA Workstation Proposal
MIT 522-Let’s Charter IT- Technology Plan
|
Current instructional resources were adapted in order to close the performance gap and/or effectively execute learning objectives and instructional strategies. |
Prepare specifications for the production of materials where required |
Create design documents and storyboards, as well as selection and/or description of desired graphics, look and feel. Participate in client review sessions and revising design documents and storyboards. |
MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
Internship |
Created specifications for materials that were required to be produced for successful project completion. |
Select appropriate applied information technologies to achieve instructional objectives. |
Research advances in the field of learning, then evaluate and adapt these improvements to the content development process and learning product design. |
MIT 500-Taking Care of Technology-Self-Instructional Module
MIT 512-ADA Workstation Proposal
MIT 522-Let’s Charter IT- Technology Plan
MIT 510-Wired for Performance Improvement: Port City Java-Organizational Training Project
MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
Internship
|
Chose information technologies that would yield successful achievement of instructional objectives. |
Identify delivery systems matched to the developmental needs of the learner and requirements for goal accomplishment |
Analyze and research the available software, technology, and infrastructure available to meet client needs. |
MIT 500-Taking Care of Technology-Self-Instructional Module
MIT 512-ADA Workstation Proposal
MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
Internship |
Chose instructional delivery systems that correspond with diverse learners’ needs. |
Develop instructional modules, which utilize effective advanced information delivery systems. |
Develop training content and materials. |
MIT 500-Taking Care of Technology-Self-Instructional Module
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
Internship |
Utilized advanced technologies to produce instructional modules. |
Assess the relative merits of alternative delivery (e.g., internet, hypermedia, distance learning) to accomplish specified learning objectives. |
Evaluate delivery systems to ensure that learning objectives have been met and appropriate satisfy performance gaps. |
MIT 500-Taking Care of Technology-Self-Instructional Module
MIT 514-Speed Stacking-Distance Education Lesson Design
MIT 513- Barriers to Learning: Supporting Mental Health in the Classroom- CBI Training
Internship |
Evaluate which instructional delivery systems would be utilized for the most effective accomplishment of learning objectives. |
Introduction About Me History & Definition Domains Competencies Artifacts Resume References Works Cited Glossary