Competencies for the New-Age Instructional Designer

Roderick C. Sims, Tiffany A. Koszalka

Research output: Chapter in Book/Entry/PoemChapter

23 Scopus citations


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 languageEnglish (US)
Title of host publicationHandbook of Research on Educational Communications and Technology, Third Edition
PublisherTaylor and Francis
Number of pages7
ISBN (Electronic)9781135596910
ISBN (Print)9780203880869
StatePublished - Jan 1 2008


  • 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


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