IDOL Outcomes and Competencies (ibstpi) 2

Transcription

1 Instructional Design for Online Learning (IDOL) Specialization Outcomes and Specialization Competencies Updated January 2008

2 Table of Contents Outcomes-based curricula at Capella University...3 IDOL MS mission statement and specialization outcomes...5 IDOL PhD mission statement and specialization outcomes...5 Competencies for instructional designers (ibstpi)...6 Ethical standards for instructional designers (ibstpi)...12 IDOL Outcomes and Competencies (ibstpi) 2

3 Outcomes-Based Curricula at Capella University An outcomes-based education model is one that emphasizes relevant knowledge, skills, abilities, and attitudes demonstrated or performed to a specific standard. Outcomes consist of relevant knowledge, skills, abilities, and attitudes necessary to perform an academic or practical task effectively. Outcomes describe performance expectations in observable, measurable terms, telling learners what they will be able to do as the result of a given learning experience. An outcomes-based curriculum is developed in three steps: (a) identifying the outcomes each learner is expected to master; (b) stating clearly the criteria and conditions by which performance will be assessed; and (c) defining the learning activities that will lead to the learner to mastery of the targeted outcome. Below are four general domains of outcomes. Listed under each domain are its essential outcomes. In other words, these are the institutional or common outcomes we expect any Capella graduate to demonstrate as a result of completing their academic program: Domain 1. Relevant Knowledge 1.1 Understanding of current theoretical, research, and practice literature in the discipline. 1.2 Familiarity with accepted research methodologies in the discipline. 1.3 Familiarity with best practices in the discipline. Domain 2. Academic/Intellectual Skills 2.1 Ability to find relevant literature and information. 2.2 Ability to evaluate the usefulness and quality of relevant literature and information. 2.3 Ability to critically analyze literature, issues, problems, concepts, ideas, theories, arguments, statistics, figures, and other information relevant to one s discipline. 2.4 Ability to write clearly and in conjunction with APA form and style. 2.5 Ability to identify a problem in one s discipline and frame it into an appropriate research question. 2.6 Ability to apply an appropriate method of inquiry in response to a research question. 2.7 Ability to examine phenomena through interrelationships with other phenomena. Domain 3. Practical Proficiencies 3.1 Ability to integrate learning into practical applications. 3.2 Ability to solve practical problems. 3.3 Ability to cooperate with others in pursuit of common learning goals. 3.4 Ability to collaborate with others in pursuit of common learning goals. 3.5 Ability to influence and persuade others. IDOL Outcomes and Competencies (ibstpi) 3

4 Domain 4. Self-regulation 4.1 Ability to motivate one s self. 4.2 Ability to continuously learn through self-awareness. 4.3 Ability to set learning goals and objectives. 4.4 Ability to efficiently manage one s time. 4.5 Ability to persist in pursuit of learning goals and objectives in light of uncertainly, obstacles, and resistance from others. 4.6 Ability to assess one s own learning. 4.7 Ability to evaluate one s own professional practice, occupation or work and make appropriate improvements. 4.8 Ability to act in an ethical and legally responsible manner. 4.9 Ability to appreciate diversity and multiple perspectives Ability to empathically view and relate to others. The curricula at Capella focuses on developing the outcomes of domains one, two and three while affirming and helping to refine the attributes of domain four. NOTE: The above four domains define Capella University expectations. In the Instructional Design for Online Learning specialization, the curriculum follows the specific outcomes as listed on the next few pages. IDOL Outcomes and Competencies (ibstpi) 4

5 Instructional Design for Online Learning Mission Statement, Outcomes, and Competencies MS Mission Statement The master s Instructional Design for Online Learning specialization prepares professionals working in educational institutions, corporations, the military, health care, and government agencies to achieve a high level of competency in instructional design in order to advance their careers and serve their organizations. The course work prepares instructional designers to solve real-world problems based on theory and practice in the field. MS Specialization Outcomes 1. Define instructional needs. 2. Design instructional solutions. 3. Implement instructional solutions. 4. Lead instructional design projects. 5. Apply the results of instructional design research. 6. Adhere to ethical standards in all instructional design activities. PhD Mission Statement The PhD specialization in Instructional Design for Online Learning prepares professionals to lead and manage instructional challenges in a variety of online settings in educational institutions, corporations, the military, healthcare, and government agencies. This comprehensive course of study gives equal importance to design and delivery of adult instruction. This specialization prepares learners to practice the application of instructional design theory to real world problems. PhD Specialization Outcomes 1. Create and apply instructional design models. 2. Lead the implementation of instructional or performance solutions. 3. Lead strategic instructional design initiatives. 4. Provide strong leadership. 5. Conduct instructional design research. 6. Promote and adhere to ethical standards in all professional activities. IDOL Outcomes and Competencies (ibstpi) 5

6 ibstpi Competencies for Instructional Designers These competencies are based on the International Board of Standards for Training and Performance Instruction (ibstpi). For more information, go to A competency is defined as 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 (Richey, Fields, & Foxon, 2001, p. 31). Source: Richey, R.C., Fields, D.C., & Foxon, M. (2001). Instructional design competencies: The standards (3rd ed.). Syracuse NY: ERIC. PROFESSIONAL FOUNDATIONS 1. Communicate effectively in visual, oral and written form. (Essential) 1a. Create messages that accommodate learner needs and characteristics, content, and objectives. (Essential) 1b. Write and edit text to produce messages that are clear, concise, and grammatically correct. (Essential) 1c. Apply principles of message design to page layout and screen design. (Essential) 1d. Create or select visuals that instruct, orient, or motivate. (Essential) 1e. Deliver presentations that effectively engage and communicate. (Essential) 1f. Use active listening skills in all situations. (Essential) 1g. Present and receive information in a manner that is appropriate for the norms and tasks of the group or team. (Essential) 1h. Seek and share information and ideas among individuals with diverse backgrounds and roles. (Essential) 1i. Facilitate meetings effectively. (Essential) 2. Apply current research the theory to the practice of instructional design. 2a. Promote, apply and disseminate the results of instructional design theory and research. 2b. Read instructional design research, theory and practice literature. (Essential) 2c. Apply concepts, techniques and theory of other disciplines to problems of learning, instruction and instructional design. 3. Update and improve one s knowledge, skills and attitudes pertaining to instructional design and related fields. (Essential) 3a. Apply developments in instructional design and related fields. (Essential) 3b. Acquire and apply new technology skills to instructional design practice. (Essential) 3c. Participate in professional activities. (Essential) 3d. Document one s work as a foundation for future efforts, publications or professional presentation. (Essential) 3e. Establish and maintain contacts with other professionals. (Essential) IDOL Outcomes and Competencies (ibstpi) 6

7 4. Apply fundamental research skills to instructional design projects. 4a. Use a variety of data collection tools and procedures. 4b. Apply appropriate research and methodologies to needs assessment and evaluation. 4c. Use basic statistical techniques in needs assessment and evaluation. 4d. Write research and evaluation reports. 5. Identify and resolve ethical and legal implications of design in the work place. 5a. Identify ethical and legal dimensions of instructional design practice. 5b. Anticipate and respond to ethical consequences of design decisions. 5c. Recognize and respect intellectual property rights of others. (Essential) 5d. Recognize the ethical and legal implications and consequences of instructional products. 5e. Adhering to regulatory guidelines and organizational policies. (Essential) PLANNING AND ANALYSIS 6. Conduct a needs assessment. (Essential) 6a. Describe the problem and its dimensions, identifying the discrepancies between current and desired performance. (Essential) 6b. Clarify the varying perceptions of need and their implications. 6c. Select and use appropriate needs assessment tools and techniques. (Essential) 6d. Determine the possible causes of the problem and potential solutions. (Essential) 6e. Recommend and advocate non-instructional solutions when appropriate. 6f. Complete a cost benefit analysis for recommended solutions. 7. Design a curriculum or program. (Essential) 7a. Determine the scope of the curriculum or program. (Essential) 7b. Specify courses based upon needs assessment outcomes. (Essential) 7c. Sequence courses for learners and groups of learners. (Essential) 7d. Analyze and modify existing curricula or programs to insure adequate content coverage. (Essential) 7e. Modify an existing curriculum or program to reflect changes in society, the knowledge base, technology, or the organization. 8. Select and use a variety of techniques for determining instructional content. (Essential) 8a. Identify content requirements in accordance with needs assessment findings. (Essential) 8b. Elicit, synthesize and validate content from subject matter experts and other sources. 8c. Determine the breadth and depth of the intended content coverage given instructional constraints. 8d. Determine prerequisites given the type of subject matter, the needs of the learners and the organization. (Essential) IDOL Outcomes and Competencies (ibstpi) 7

8 8e. Use appropriate techniques to analyze varying types of content. (Essential) 9. Identify and describe target population characteristics. (Essential) 9a. Determine characteristics of the target population influencing learning and transfer. (Essential) 9b. Analyze, evaluate and select learner profile data for use in a particular design situation. 10. Analyze the characteristics of the environment. (Essential) 10a. Identify aspects of the physical and social environments that impact the delivery of instruction. (Essential) 10b. Identify environmental and cultural aspects that influence attitudes toward instructional interventions. 10c. Identify environmental and cultural factors that influence learning, attitudes and performance. 10d. Identify the nature and role of varying work environments in the teaching and learning process. 10e. Determine the extent to which organizational mission, philosophy and values influence the design and success of a project. 11. Analyze the characteristics of existing and emerging technologies and their use in an instructional environment. (Essential) 11a. Specify the capabilities of existing and emerging technologies to enhance motivation, visualization, interaction, simulation, and individualization. (Essential) 11b. Evaluate the capacity of a given infrastructure to support selected technologies. 11c. Assess the benefits of existing and emerging technologies. (Essential) 12. Reflect upon the elements of a situation before finalizing design solutions and strategies. (Essential) 12a. Generate multiple solutions to a given problem situation. 12b. Remain open to alternative solutions until sufficient data have been collected and verified. (Essential) 12c. Access the consequences and implications of design decisions on the basis of prior experience, intuition and knowledge. 12d. Revisit selected solutions continuously and adjust as necessary. DESIGN AND DEVELOPMENT 13. Select, modify, or create a design and development model appropriate for a given project. 13a. Consider multiple design and development models. 13b. Select or create a model suitable for the project based on an analysis of model elements. 13c. Modify the model if project parameters change. 13d. Provide a rationale for the selected design and development model. IDOL Outcomes and Competencies (ibstpi) 8

9 14. Select and use a variety of techniques to define and sequence the instructional content and strategies. (Essential) 14a. Use appropriate techniques to identify the conditions that determine the scope of the instructional content. (Essential) 14b. Use appropriate techniques to specify and sequence instructional goals and objectives. (Essential) 14c. Select appropriate media and delivery systems. (Essential) 14d. Analyze the learning outcomes and select appropriate strategies. (Essential) 14e. Analyze the instructional context and select appropriate strategies. (Essential) 14f. Select appropriate participation and motivational strategies. (Essential) 14g. Select and sequence assessment techniques. (Essential) 14h. Prepare a design document and circulate for review and approval. (Essential) 15. Select or modify existing instructional materials. (Essential) 15a. Identify existing instructional materials for reuse or modification consistent with instructional specifications. (Essential) 15b. Select materials to support the content analyses, proposed technologies, delivery methods and instructional strategies. (Essential) 15c. Use cost-benefit analyses to decide whether to modify, purchase or develop instructional materials. 15d. Work with subject matter experts to validate material selection or modification. (Essential) 15e. Integrate existing instructional materials into the design. (Essential) 16. Develop instructional materials. (Essential) 16a. Develop materials that support the content analyses, proposed technologies, delivery methods and instructional strategies. (Essential) 16b. Work with subject matter experts during the development process. (Essential) 16c. Produce instructional materials in a variety of delivery formats. (Essential) 17. Design instruction that reflects an understanding of the diversity of learners and groups of learners. (Essential) 17a. Design instruction that accommodates different learning styles. (Essential) 17b. Be sensitive to the cultural impact of instructional materials. (Essential) 17c. Accommodate cultural factors that may influence learning in the design. (Essential) 18. Evaluate and assess instruction and its impact. (Essential) 18a. Construct reliable and valid test items using a variety of formats. 18b. Identify the processes and outcomes to be measured given the identified problem and proposed solutions. (Essential) 18c. Develop and implement formative evaluation plans. (Essential) 18d. Develop and implement summative evaluation plans. (Essential) 18e. Develop and implement confirmative evaluation plans. 18f. Determine the impact of instruction on the organization. 18g. Identify and assess the sources of evaluation data. (Essential) 18h. Manage the evaluation process. IDOL Outcomes and Competencies (ibstpi) 9

10 18i. Discuss and interpret evaluation reports with stakeholders. IMPLEMENTATION AND MANAGEMENT 19. Plan and manage instructional design projects. 19a. Establish project scope and goals. 19b. Use a variety of techniques and tools to develop a project plan. 19c. Write project proposals. 19d. Develop project information systems. 19e. Monitor multiple instructional design projects. 19f. Allocate resources to support the project plan. 19g. Select and manage internal and external consultants. 19h. Monitor congruence between performance and project plans. 19i. Troubleshoot project problems. 19j. Debrief design team to establish lessons learned. 20. Promote collaboration, partnerships and relationships among the participants in a design project. 20a. Identify how and when collaboration and partnerships should be promoted. 20b. Identify stakeholders and the nature of their involvement. 20c. Identify subject matter experts to participate in the design and development process. 20d. Build and promote effective relationships that may impact a design project. 20e. Determine how to use cross functional teams. 20f. Promote and managing the interactions among team members. 20g. Plan for the diffusion of instructional or performance improvement products. 21. Apply business skills to managing instructional design. 21a. Link design efforts to strategic plans of the organization. 21b. Establish strategic and tactical goals for the design function. 21c. Use a variety of techniques to establish standards of excellence. 21d. Develop a business case to promote the critical role of the design function. 21e. Recruit, retain, and develop instructional design personnel. 21f. Provide financial plans and controls for the instructional design function. 21g. Maintain management and stakeholder support of the design function. 21h. Market services and manage customer relations. 22. Design instructional management systems. 22a. Establish systems for documenting learner progress and course completion. 22b. Establish systems for maintaining records and issuing reports of individual and group progress. IDOL Outcomes and Competencies (ibstpi) 10

11 22c. Establish systems for diagnosing individual needs and prescribing instructional alternatives. 23. Provide for the effective implementation of instructional products and programs. (Essential) 23a. Use evaluation data as a guide for revision of products and programs. 23b. Update instructional products and programs as required. (Essential) 23c. Monitor and revise the instructional delivery process as required. (Essential) 23d. Revise instructional products and programs to reflect changes in professional practice or policy. (Essential) 23e. Revise instructional products and programs to reflect changes in the organization or the target population. (Essential) 23f. Recommend plans for organizational support of instructional programs. IDOL Outcomes and Competencies (ibstpi) 11

12 Ethical Standards for Instructional Designers These guidelines for ethical standards are based on the International Board of Standards for Training and Performance Instruction (ibstpi). For more information, go to 1. Guiding Standards: Responsibilities to Others 1a. Provide efficient, effective, workable, and cost-effective solutions to client problems. 1b. Systematically improve human performance to accomplish valid and appropriate individual and organizational goals. 1c. Facilitate individual accomplishment. 1d. Help clients make informed decisions. 1e. Inform others of potential ethical violations and conflicts of interest. 1f. Educate clients in matters of instructional design and performance improvement. 2. Guiding Standards: Social Mandates 2a. Support humane, socially responsible goals and activities for individuals and organizations. 2b. Make professional decisions based upon moral and ethical positions on societal issues. 2c. Consider the impact of planned interventions upon individuals, organizations, and the society as a whole. 3. Guiding Standards: Respecting the Rights of Others 3a. Protect the privacy, candidness, and confidentiality of client and colleague information and communication. 3b. Adhere to intellectual property regulations. 3c. Do not use client or colleague information for personal gain. 3d. Do not represent the ideas or work of others as one's own. 3e. Do not make false claims about others. 3f. Do not discriminate in actions related to hiring, retention, and advancement. 4. Guiding Standards: Professional Practice 4a. Be honest and fair in all facets of one's work. 4b. Share skills and knowledge with other professionals. 4c. Recognize the contributions of others. 4d. Support and aid colleagues. 4e. Commit time and effort to the development of the profession. 4f. Withdraw from clients who do not act ethically or when there is a conflict of interest. IDOL Outcomes and Competencies (ibstpi) 12