Thursday, March 1, 2012

Getting ITD position and Succeeding at It


Interested Positions:

Instructional Designer- Design Materials for Learning!
Cydcor’s new Instructional Designer will design and develop instructional material for internal and field related training to support the company’s core business functions, which include sales training, leadership training and internal functional training.
            SKILLS AND EXERIENCE REQUIRED:
  •          Three to five years Instructional Design experience
  •          Willingness to travel 25% of the time
  •          Excellent written and oral communication skills
  •          Demonstrated experience using instructional technology for the development of online courses, including but not limited to: web development, presentation software, MS Office, PC platforms, SharePoint, Articulate, mobile application tools and development, simulation development, learning management systems, online conferencing software and understanding of SCORM compliance.
  •          Experience using collaborative social networking tools in a learning context.
  •          Knowledge of adult learning theories and concepts and instructional design theory and concepts
  •          Experience creating or working with storyboards in the development of web-based learning materials.
  •          Experience using analytics and use of data-driven decisions to enhance content and instruction.
  •          Able to adapt quickly to change
  •          Work with and maintain confidential information and discretely handle sensitive materials
  •          Detail oriented with ability to work on multiple tasks simultaneously
    • Proven ability to work in a fast paced environment; exhibits project management and time management skills to meet time and budget deadlines consistently.
  •          Proven ability to work independently and be self sufficient - while succeeding in a team environment.  Strong interpersonal skills; ability to engage content experts and translate concepts into terms appropriate for the target audience.
  •          Ability to listen to customers (e.g. team members, field representatives, management, participants, clients, etc.) and to understand and respond positively to their requests.

The Highlighted bullets are the only skills I have pertaining to this job.

Course Curriculum Specialist/ Instructional designer
The Course Curriculum Specialist/Instructional Designer reports to the Coordinator of Curriculum & Assessment and provides leadership and support in the implementation of all CVTC course-level curriculum and instructional design services including overseeing WIDS entry/maintenance and carrying out Quality Matters® initiatives.
Knowledge, Skills and Abilities
o previous course curriculum development and instructional design experience required.
o Strong knowledge of principles and theories of curriculum, instructional design and curriculum development, including performance based instruction.
o Working knowledge of WIDS (Worldwide Instructional Design System) software preferred.
o Working knowledge of Quality Matters® preferred.
o Experience managing multiple projects.
o Excellent interpersonal and communication skills and the ability to interpret and explain information to a variety of persons and groups.
o Strong organizational skills; detail oriented.
o Ability to establish and maintain effective working relationships with individuals from diverse backgrounds and abilities.

o Familiarity with the WTCS instructional and curricular policies, processes, and procedures preferred.
o Knowledge and skill with technology including electronic filing systems and data collection software.
o Ability to work effectively in a team environment as well as the ability to work independently.
o Ability to use judgment, discretion, and decision making skills in dealing with confidential and sensitive issues.
o Ability to work a flexible schedule and travel to various campuses.

The Highlighted bullets are the only skills I have pertaining to this job.

eLearning Instructional System Design
The eLearning Instructional Systems Designer is an expert in all phases of instructional systems design (ISD) methodologies (ADDIE) but has significant experience in developing professional eLearning and interactive training.  
Requirements
  • Bachelor’s degree in instructional design, instructional technology, organizational development, or related discipline required. Masters is desirable. Other ISD, eLearning, or training certifications are desirable.
  • 2-5+ years in all phases of instructional systems design and development including developing instructional strategies and content, developing eLearning, performance support, and other solutions. 
  • Requires strong technical ability and the ability to express technical concepts in terms that are understandable to adult learners.
  • Experience with systems or software application training and learning is required.
  • Demonstrated knowledge of and experience working within the software development lifecycle is desirable.
  • Experience with using a variety of eLearning applications such as Captivate, Camtasia, Articulate, Lectora, collaborative media, etc. and able to explain their comparative uses.
  • Strong proficiency using all MS Office applications.
  • Excellent oral and written communication skills required including ability to make effective presentations, create project documentation artifacts, and interact effectively in team settings serving multiple stakeholders.
 The Highlighted bullets are the only skills I have pertaining to this job.

Self Assessment:  

The self assessment test I took said that I should be in managerial positions or leading groups of people in completing specific task. I found that very interesting because I don’t think my personality really fits that.  I tend to be a micro manager and prefer to complete things myself. Maybe the test is saying that I am good at giving direction. I would agree with that but I definitely can’t see myself as team leader or task manager.

Professional Organizations and Publications:

Professional Organizations-Society for Information Technology and Teacher Education (SITE)
Professional Publications-Interactive Educational Multimedia
Mission:
  • SITE promotes the development and dissemination of theoretical knowledge, conceptual research, and professional practice knowledge through the SITE conference, books, collaborative projects with other organizations, and the Journal of Technology and Teacher Education.
Cost of Membership:
  • Professional Membership:
    $125 (US); $145 (non-US)
  • Student Membership:
    $45 (US); $60 (non-US)
Publication:
  • Journal of Technology and Teacher Education
Conferences and Meetings:
  • SITE conference being held on March 5-9 in Austin, TX
Opportunity for Professional Development: Yes
Focus/Goal of the Journal
  • JEMH is designed to provide a multi-disciplinary forum to present and discuss research, development and applications of multimedia and hypermedia in education. The main goal of the Journal is to contribute to the advancement of the theory and practice of learning and teaching using these powerful and promising technological tools that allow the integration of images, sound, text, and data.
Submission Guidelines
  • Material must be original, scientifically accurate, and in good form editorially. The manuscript should be informative, summarizing the basic facts and conclusions, and maintaining a coherence and unity of thought.
  • Tutorial or how-to-do-it articles should preferably include a section on evaluation. Controversial topics should be treated in a factually sound and reasonably unbiased manner.
  • The format of headings, tables, figures, citations, references, and other details should follow the APA style as described in the Publication Manual of the American Psychological Association, available from APA, 750 1st St., NE, Washington, DC 20002 USA.
  •  
Is this a peer reviewed Journal?
  • Yes
Is the Journal Online?
  • Yes
Professional Organizations-International Society for Performance Improvement (ISPI)
Professional Publications-Cognition and Instruction
Mission:
  • ISPI's mission is to develop and recognize the proficiency of its members and advocate the use of Human Performance Technology.
Cost of Membership:
  • Regular ($165 annually; $195 outside of North America) -- This professional individual membership receives full benefits and voting rights within ISPI.
  • Young Professional ($125 annually; $155 outside of North America) -- This membership is for professionals age 35 or younger who are beginning a career path in Performance Improvement. To qualify for the Young Professional rate, you must provide proof of your date of birth when applying for membership.
  • Student ($60 annually; $90 outside of North America) -- This discounted membership is for full-time students with an annual income less than $10,000. Proof of full-time enrollment is required.
  • Retired ($60 annually; $90 outside of North America) -- This discounted membership is for those professionals who are retired from full-time employment and want to stay connected to their field.
  • Lifetime ($1,500 or less with longevity credit) -- This membership carries all benefits, discounts, and privileges of an active individual membership that are in effect at the time of joining, or in the future when new professional benefits are added.
Publication:
  • Performance Improvement Journal
Conferences and Meetings:
  • THE Performance Improvement Conference April 18-23 Toronto, Ontario, Canada
Opportunity for Professional Development: Yes
Focus/Goal of the Journal:
  • An interdisciplinary publication devoted to cognitive investigations of instruction and learning, this dynamic journal presents instructionally relevant articles about the cognitive analysis of task performance, theories of skill and knowledge acquisition related to learning in specific subject-matter areas, and cognitive-theoretical analyses of instructional interventions.
Submission Guidelines: Online
  • To submit your manuscript, you will need the following files:
  • A Title page file with the names of all authors and co-authors*
  • Main document file with abstract, keywords, main text and references
  • Figure files
  • Table files
  • Any extra files such as Supplemental files or Author Biographical notes
Is this a peer reviewed Journal?
  • Yes
Is the Journal Online?
  • Yes



Chapter 7- Competencies:

I compared the IBSTPI standards with the AECT standards and found that I like the way the AECT presented the standards. There complete domain had sub-domain below them which broken the information down further. This allowed me to really look at the different roles. The list below reflects what I chose:

  • Design
    • Candidates demonstrate the knowledge, skills, and dispositions to design conditions for learning by applying principles of instructional systems design, message design, instructional strategies, and learner characteristics.
  • Development
    • Candidates demonstrate the knowledge, skills, and dispositions to develop instructional materials and experiences using print, audiovisual, computer based, and integrated technologies.
  • Utilization
    • Candidates demonstrate the knowledge, skills, and dispositions to use processes and resources for learning by applying principles and theories of media utilization, diffusion, implementation, and policymaking.
  • Management
    • Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.
  • Evaluation
    • Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion referenced measurement, formative and summative evaluation, and long range planning.

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