Abstract
This chapter provides an analysis of current competencies (i.e., knowledge, skills, and attitudes) that are necessary to achieve effective instructional design and development outcomes with specific focus on contemporary technology-mediated educational applications. Referring to current competency standards and models, such as those devised by ibstpi®, this chapter elaborates on those competencies essential for supporting the integration of hardware and software technologies (mobile devices, personal blogs, multiplayer environments) into collaborative instructional networks. In addition, the analysis identifies recent models of design that provide a framework for educational professionals to ensure that they have the knowledge, skills, and attitudes to effectively manage the challenges and utilize the affordances of educational technology in today’s complex social settings. By understanding these shifts, instructional designers will appreciate the expanding and changing nature of their role.
| Original language | English (US) |
|---|---|
| Title of host publication | Handbook of Research on Educational Communications and Technology, Third Edition |
| Publisher | Taylor and Francis |
| Pages | 569-575 |
| Number of pages | 7 |
| ISBN (Electronic) | 9781135596910 |
| ISBN (Print) | 9780203880869 |
| DOIs | |
| State | Published - Jan 1 2008 |
Keywords
- Competency: A knowledge, skill, or attitude that enables one to effectively perform the activities of a given occupation or function to the standards expected in employment.
- Development model: A recommended set of activities or tasks that defines a process for successful instructional design.
- Instructional design: A purposeful activity that results in a combination of strategies, activities, and resources to facilitate learning.
- Instructional designer: A person with the competencies to design instruction.
ASJC Scopus subject areas
- General Social Sciences