Instructional Design Competencies
Instructional Design Competencies

Author: Dennis C. Fields

Publisher:

Published: 2001

Total Pages: 207

ISBN-13: 9780937597521

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In 1986, the International Board of Standards for Training, Performance, and Instruction (IBSTPI) published the first edition of "Instructional Design [ID] Competencies: The Standards." It was the culmination of work that began in 1978. In this third edition, IBSTPI presents its latest view of the competencies of instructional designers. It is a greatly expanded view that reflects the complexities of current practice and technology, theoretical advancements, and the social tenor of the times. The level of proficiency described in the 1986 Competencies was taken to represent an instructional designer who would probably have at least three years of experience in the field beyond entry-level training. The current revision takes this notion considerably further in two ways. First, it discriminates between the essential and the advanced levels. Second, it discriminates between competencies which are universally recognized as required of all practitioners and those which have broad but not universal support. The current edition has added a section called "Professional Foundations." This section explicitly recognizes the importance of a knowledge base for ID and the professional responsibility practitioners have for career-long learning and update of that knowledge base. This recognition of knowledge as a foundation to practice was left implicit in the first version. The current revision has also found a way to recognize the importance of technological competence for the practitioner while continuing to recognize both the volatility and the context-specificity of expertise with any particular technology. The section now called "Implementation and Management" represents a considerable strengthening of the intent of the original. This represents both a better awareness of the role these competencies play in ID and also the increasing importance of ID in the success of knowledge-based enterprises, especially in business environments. Chapters are: (1) "Instructional Design Competence"; (2) "The 2000 IBSTPI Instructional Design Competencies"; (3) "The ID Competencies: Discussion and Analysis"; (4) "The Role and Use of ID Competencies"; (5) "The Competencies and ID Specialization"; and (6) "The Competency Validation Research." Appendices include the 1986 ID Competencies and Performance Statements, a glossary, bibliography, IBSTPI Code of Ethical Standards for Instructional Designers, and list of organizations participating in Competency validation. (Contains 48 references.) (AEF)

The Identification and Validation of the Technological Competencies Essential for Elementary School Practical Arts Teachers in Taiwan ROC
The Identification and Validation of the Technological Competencies Essential for Elementary School Practical Arts Teachers in Taiwan ROC

Author: Ren-Shing Yang

Publisher:

Published: 1998

Total Pages: 612

ISBN-13:

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Purpose. The purpose of this study was to identify and validate the technological competencies, which are considered important for elementary school technology teacher education in Taiwan, to insure that new practical arts teachers are capable of presenting technological literacy concepts and content as well as guide technological learning activities, to students in their elementary classroom. Procedure. Implementation of this study involved a Technology Education Consultant Panel (TECP) validation procedure and a three round modified Delphi study. The TECP validation procedure involved a particularly qualified set of Taiwanese and international experts and leaders. They represented technology educators from international institutes, national normal universities, administration positions and practical arts departments, as to what technological competencies are important. The Modified Delphi technique was used in this study because it offered the best probability of obtaining consensus within a group of experts and it did not require face-to-face interaction. The selected Delphi panel members represented considerable reputation and professional expertise in the Practical Arts education area and they were well positioned to validate the technological competencies needed by new practical arts teachers in Taiwan, ROC. Upon completion of the Delphi data analysis, the technological competency statements were arranged in descending order of mean of importance rating and additionally the measures of group consensus; the mode, median, standard deviation and quartile-deviation; were calculated. The ascertaining of group consensus occurred by using a criterion-based standard of a quartile-deviation less than 1.0. The technological competency statements with high importance rating and group consensus were considered the most important, i.e., necessary for Taiwan's elementary practical arts teacher education programs. Finding. The Delphi process resulted in all of the 52 technological competencies achieving consensus, i.e., exhibiting a quartile-deviation less than one, by the last round of Delphi study. Analysis then compared the standard deviations of importance ratings, and the quartile-deviations. All the competency items revealed steady or decreases, in both standard deviation and quartile deviation between round one and round two. This continued to round three for all except two competency items, A17 and C04, which revealed very slight (0.01 and 0.02) increases in standard deviation respectively. Conclusions. Upon completion of the Delphi data analysis, eight conclusions were drawn from the findings of this study.