Section 6/ Week 7

Section 6 of your textbook focuses on how to get a job in the profession of instructional design. These rules can also apply to educational technology as well since the two are so intertwined.

• Chapter 24 takes a look at lessons learned from the chapter's author for obtaining a position in instructional design. Take a look at a few of the sources provided for job openings from lesson 1 and search for at least 3 positions that are of interest to you. Describe the general nature of the positions and list the skills required for the job. Do you have these skills? 

Position 1:

Manager of Training and Education

Catagories:  E-Learning / Distance Learning, Instructional Design & Development, Training / Instructing

Salary-Open

Employer-S.D. Meyers

Type- Full-Time Experienced

Location- Tallmadge, Ohio

General Description: This position will oversee and be responsible for the overall operations – production and delivery – of SDMI’s training and education to external customers. They will be responsible for organizational structure, product development, product delivery, student experience, strategic direction of offerings and department, establishing SDMI as the leader in training and education in the transformer marketplace. The Manager will work closely with sales and marketing to align offerings with market demand and assist/support in sales and market of products and will ensure all delivery methods, live, print and electronic (including online, applets and webcasts) are a part of our offerings to the vast student body and SDMI services. They will also be a part of the instructor team as part time instructor, curriculum developer, etc.

Duties and Responsibilities •Overall strategic direction of the SDMI Training & Education business in alignment with Charter and Strategy of SDMI •Financial results – invoicing revenue, cost of development, production, delivery, profitability of department •Aligning T&E offerings with the transformer / technical marketplace demand •Support sales and marketing - customer meetings, T&E communications, support in sales process, etc. •Excellence in quality and customer satisfaction of offerings •Development, delivery and enhancement of offerings in terms of in technical training/education, topics/content, overall curriculum, instructional methods, delivery media •Internal and external instructors – capacity, competency, training •Leadership of T&E team / roles – Instructors, Coordinator, Event Planning, Customer Service, Curriculum. •Part time instructor and curriculum/content developer.

Qualifications/Skills: •Bachelor’s degree in Instructional Design, Program Development, Adult Education or related degree/field or the equivalent combination of education and experience. •Demonstrated experience in: ?Technical instructional design and facilitation. ?Electronic and web-based education development and delivery. ?Operational experience in technical field (developing curriculum, training, leadership, etc.) ?Transformer / transformer maintenance / power systems or related field •Strong project management skills. •Training methods and delivery medium – live, electronic, hard copy •Ability to establish credibility with industry experts, consultants and staff. •Ability to translate technical transformer subject matter into layperson’s terms. •Microsoft Office – Word, Excel, PowerPoint •Understanding and embrace company culture, charter and purpose. •Ability to work independently and problem-solve. •Ability to form and maintain positive relationships at all levels within the company. •Must have a strong sense of team commitment, which includes meeting deadlines, punctuality and excellent follow-through and feedback. •Serve as model of a Good Place culture and organization. •Excellent interpersonal and communication skills including presentation skills. •Must display a high level of integrity, initiative and confidentiality

Position 3:

Collabera is one of the fastest growing end-to-end information technology services and solutions firms worldwide. We work with leading Global 2000 firms from the Financial Services, Manufacturing & Retail, Technology, Communications & Media domains. Collabera delivers highly responsive and innovative solutions that bridge our client's Execution Gaps through our proprietary methodologies - Momentum workshops, ABS (Asset Based Services) and global delivery model - helping them experience accelerated value.

Job Title : Instructional Designer

Location : Irving TX 75039

Job Description:

·         Designers will be required to evaluate existing leader-led course material for appropriate conversion to eLearning; or for design of new courses from references and Subject Matter Expert (SME) input.

·         Solid front-end and task analysis skills will be employed to determine appropriate design plans for each project.

·         High-end eLearning experience is required for the design and development tasks of converting course material.

·         Excellent work ethic, self-starter, attention to details and attendance are crucial.

·         Candidate must have experience with Adobe Presenter, Captivate and Flash.

·         Must be able to work in a fast-paced environment with minimal supervision and have the ability to manage several projects at once.

 Job Requirements

·         Web-based training design & development

·         MS Office Suite Expert Required

·         Info Map/DocuTools/Theory/Concept Expert Required

·         Instructional Design Theory/Application Expert

·         Writing skills

·         Paint Shop Pro/Photoshop

·         Adobe Presenter

·         Captivate

I have a majority of the skill necessary to attain these positions J.

Job ID:	7359201
Position Title:	Instructional Designer
Company Name:	Johns Hopkins University
Industry:	Other
Job Function:	Training
Entry Level:	No
Location(s):	Baltimore, Maryland, 21218, United States

Posted:	November 29, 2010
Job Type:	Full-Time
Job Duration:	Indefinite
Min Education:	BA/BS/Undergraduate
Min Experience:	3-5 Years
Required Travel:	None
Salary:	$55,000.00 - $70,000.00 (Yearly Salary)

General Description:
The Instructional Designer will provide vision, leadership, coordination, and subject matter expertise in designing, developing, delivering, and evaluating face-to-face, on-line, and technology-enhanced curricula, courses, trainings, and instructional materials for public health and public safety professionals. The successful candidate will possess an in-depth understanding of instructional design and curricular development issues related to teaching and learning in traditional, hybrid, and distance courses, as well as experience using a wide range of hardware and software tools to develop instructional materials. The Instructional Designer will join a team that works collaboratively to support the teaching and learning mission of the University. The primary duties and responsibilities of the job:  Working with public health faculty and other subject matter experts, coordinate the development of curricula consistent with the core competencies outlined by ASPH, the Association of Schools of Public Health, and the competencies for public health preparedness. Design academic courses, trainings, and instructional materials that are functional, informative, and consistent with sound instructional design principles. Collaborate and consult with faculty on the effective use of web-based resources, educational technologies, and instructional software and systems to improve teaching both face-to-face and online. Serve as project manager leading teams of web developers, technical writers, multimedia specialists, and graphic illustrators for the timely development of courses, trainings, and special projects

Qualifications:
Bachelor's degree in instructional design, instructional technology, education, or related field. Three years experience in the on-line learning field. An understanding of pedagogical issues related to teaching and learning, particularly adult learning. Experience in the development and programming interactive, computer-based multimedia educational materials. Ability to work collaboratively within an academic community. Experience with training, staff development, and teaching. Ability to assess client needs. Commitment to customer service. Demonstrated written, presentation, and interpersonal communications skills. Effective negotiation and diplomacy skills. Ability to solve problems in enterprising and proactive ways. Ability to manage and meet deadlines. Experience in the field of instructional/educational technology, including designing, developing, and managing higher education technology-based instruction projects and programs. Master's degree can substitute for some experience. Teaching experience at the graduate level Understanding of public health concepts. Knowledge of emergency or public health preparedness concepts. Prior experience in curriculum mapping (aligning curriculum with learning outcomes). Expertise in evaluation design and analysis.

• Remember that the field of instructional/educational technology is not just focused on education, but on business and industry as well. Look at the resources provided on page 258 in chapter 25 and select one of these links and complete the self assessment. What did you learn about yourself from the assessment? 

I took a skills assessment and scored higher than average in most areas.  It made me feel like I am very qualified for many positions--A true eye-opener!  Some of these facets I realized about myself but underestimated.  That’s good news for me.

• Chapter 26 lists several websites for professional organizations and websites for professional publications. Visit 2-3 websites for professional organizations and 2-3 websites for the professional publications and address the following:

Professional organizations:

• Mission
• Cost of membership
• Publications
• Conferences and meetings
• Opportunities for professional development

American Society for Training and Development (ASTD)

Mission-Through exceptional learning and performance, we create a world that works better.

Cost of membership- 12 month individual for $199

Publications - T+D is ASTD's monthly magazine covering best practices, emerging technologies and trends, and a range of issues relevant to workplace learning professionals.

Conferences and meetings-
 February 2 - 4, 2011
San Jose, CA

ASTD's TechKnowledge conference welcomes more than 1,200 people who focus their daily attention on the design and delivery, management and strategy of technology and learning. They will come together alongside 70 exhibitors in the learning technology space to learn, network, and move people forward through the application of learning and technology.

May 22-25, 2011
Orlando, Florida, USA

Held each spring, this premier event for workplace learning and performance professionals welcomes attendees from more than 70 countries.

Three conferences, same great content! September 28-29, 2010 in Denver, CO October 12-13, 2010 in Arlington (Crystal City), VA October 14-15, 2010 in Atlanta, GA

Based on the hot-selling book of the same name, this conference offers an experiential approach to transforming “telling” into activities that result in long-term retention and behavior change. Despite the irreverent title, this conference tackles universal and persistent questions: How do learners learn? Why do learners learn? How do you make sure that learning sticks? 

Opportunities for professional development- STD’s education programs set the industry standard for high quality learning and development. More than 20,000 professionals have attended our programs which provide hands-on, practical tools and methods that can be applied on the job immediately. We consistently achieve a 95% satisfaction rating from participants, so you can be confident that you are making a wise investment. 

With over 30 Education Programs to attend at locations across the US, bring on-site to your organization, or access online from the convenience of your computer, let ASTD be your resource for world-class professional development.

Association for Educational Communications and Technology (AECT)

Mission- The mission of the Association for Educational Communications and Technology is to provide international leadership by promoting scholarship and best practices in the creation, use, and management of technologies for effective teaching and learning in a wide range of settings

Cost of membership-new regular membership is $125.

Publications-
Educational Technology Research and Development is the only scholarly journal in the field focusing entirely on research and development in educational technology.

The Research Section assigns highest priority in reviewing manuscripts to rigorous original quantitative, qualitative, or mixed methods studies on topics relating to applications of technology or instructional design in educational settings. Such contexts include K-12, higher education, and adult learning (e.g., in corporate training settings). Analytical papers that evaluate important research issues related to educational technology research and reviews of the literature on similar topics are also published. This section features well documented articles on the practical aspects of research as well as applied theory in educational practice and provides a comprehensive source of current research information in instructional technology.

The Development Section publishes research on planning, implementation, evaluation and management of a variety of instructional technologies and learning environments. Empirically-based formative evaluations and theoretically-based instructional design research papers are welcome, as are papers that report outcomes of innovative approaches in applying technology to instructional development. Papers for the Development section may involve a variety of research methods and should focus on one or more aspect of the instructional development process; when relevant and possible, papers should discuss the implications of instructional design decisions and provide evidence linking outcomes to those decisions.

Each issue also includes book reviews, international reviews, and research abstracts.

Manuscripts undergo a blind review process involving a panel of three reviewers with initial outcomes usually provided within two months.

TechTrends is a leading publication for professionals in the educational communication and technology field. As such its major purposes are: to provide a vehicle for the exchange of information among professional practitioners concerning the management of media and programs, the application of educational technology principles and techniques to instructional programs, corporate and military training, and any other kinds of information that can contribute to the advancement of knowledge of practice in the field.

Instructional Science is an interdisciplinary refereed scholarly journal aimed at promoting a deeper understanding of the nature, theory and practice of the instructional process and of the learning to which it gives rise. The journal’s conception of ‘instruction’ is broad-based, recognising that there are many ways to stimulate and support learning. Papers published in recent years represent a wide variety of perspectives from the learning sciences. The journal covers learning by people of all ages, in all areas of the curriculum, and in informal as well as formal learning contexts.

Conferences and meetings- 2011 AECT International Convention
'Celebrate 3.0: Design.Learn.Community'
November 8-12, 2011
Hyatt Regency Jacksonville Riverfront
Jacksonville, Florida
 

CAll FOR PROPOSAL - Live December 15
Now that the AECT 2010 International convention has concluded, everyone is now anticipating next year's convention at Jacksonville, Florida. We hope you are looking forward to the Call for Proposals being live on December 15, 2010.

Professional publications:

Focus/Goals of the journal

Submission guidelines

Is this a peer reviewed journal?

Is the journal online? 

American Educational Research Journal

Focus/Goals of the journal- The American Educational Research Association (AERA), a national research society, strives to advance knowledge about education, to encourage scholarly inquiry related to education, and to promote the use of research to improve education and serve the public good.
Submission guidelines- All manuscripts submitted to AERA journals are managed through ScholarOne’s Manuscript Central system.

Is this a peer reviewed journal? yes

Is the journal online?  Some of it is and the rest can be ordered.

Journal of Asynchronous Learning Networks

Focus/Goals of the journal- A Consortium of Institutions and Organizations Committed to Quality Online Education

Submission guidelines- All articles should include an Introduction or Historical Background section, Summary/Conclusions, References, Acknowledgments section, if applicable, and final section About the Author(s).
References, tables, figure legends, and furnished art should be embedded in the manuscript such that the manuscript is in final form when submitted. Sloan-C will accept manuscripts with either embedded graphics or linked graphics. If the latter is submitted, please make absolutely sure that all the links referenced in the manuscript are included. All the figures should be submitted in GIF or JPEG formats with the article.

Tables and figures: Tables and figures should be used only when they can present information more effectively than in running text. Care should be taken to insure that tables can be effectively presented in html, since articles will be in both html and acrobat. Legends should be at the bottom of each table (10pt bold).
Illustrations: Figures should be numbered in series and all legends should be included at the bottom of each figure (10pt - italic). Symbols (open or closed circles, triangles, squares) and lettering must be clear when rendered in GIF or JPEG format. Please review all figures after converting to GIF or JPEG format to insure that they are readable. If the author wishes to use color figure, (s)he may do so since this is an online journal and no additional costs are incurred for color. (Please note that if the material is eventually published in print, all color illustrations will be translated into grayscale illustrations.) If the author uses MS Word or any other editor that permits linking of GIF or JPEGs images to the manuscript, we will accept the manuscript with these files. PDF files should have GIFs or JPEGs embedded. Interlaced 89a GIF is preferred.

Line drawings and graphs: Original line drawings and graphs should be submitted as GIF or JPEG files.
Photographs: Photographs can be accommodated as GIF or JPEG files; authors should carefully crop images prior to saving as files. Remember that the smaller and fewer GIFs or JPEGs in the paper, the more quickly the paper can be downloaded.

Formulae and Equations: Mathematical equations should be arranged to fill the width of a single column. Subscripts and especially superscripts (i.e. exponents) should be written with care. All signs such as +, -, =, <, or > should be spaced, but the components of mathematical products should not be spaced. Do not use multiple lines unnecessarily. In order to avoid errors, it is important that all formula matter be carefully arranged with special attention paid to correctness of symbols, location of subscripts and superscripts. Note that we would prefer any complex equation to be rendered as a GIF or JPEG image.

Copyrighted Material: Authors who want to make use of artwork already published are required by copyright law to ask the owner of the copyright (usually the publisher) for permission to do so. Please be careful to assign proper credit; for example, in the legend of a figure "...from (reference); reproduced by permission of...." If any verbatim quotations of text amount to more than a few words, the same procedure should be followed. If authors use material from their own published work, permission must be obtained from the publisher. If an article is accepted for publication the author must provide the copyright permissions for already published material. If the author receives permissions faxed from the permission grantor, (s)he may fax or mail these permissions to us.

Sloan-C believes authors must secure permissions from information that is on the Web. Although copyright law is not completely clear on this point, for the JALN and other Sloan-C publications the author must secure permission for anything that is reprinted.

Author’s Warranty and Transfer of Copyright: Please fill out the accompanying form AuthorCopyright.pdf and upload as a supplementary file with your submission.

Is this a peer reviewed journal? yes

Is the journal online? Not all is online, just some free downloads.

How is the journal and organization useful to you and your career? Were you aware of the organizations/journals that you researched? 

The above journals and organization can be very beneficial to my career.  They provide guidance and insight to the field of which my profession lies.  As an educator with a specialization in instructional technology, it is extremely efficient to be able to access references such as these.

• Chapter 27 looks at competencies for instructional design and technology professionals. If you were responsible for identifying the domains, competencies, and performance statements for a performance technologist, what would they include and why? 

Domains: 

·         Communicate in visual, oral and written forms

·         Apply current research and theory to practice

·         Update and improve one’s skills and knowledge in instructional design and related fields.

·         Identify and resolve ethical and legal issues of design in the work place

Competencies:

·         Determine the project appropriateness to the instructional development

·         Conduct needs assessments

·         Write statements of learner outcomes

·         Specify instructional strategies

·         Evaluate instruction/training

·         Plan and monitor instructional development projects

·         Communicate effectively in many ways

Performance Statements:

·         Improve the effectiveness and efficiency of organizations and the resources within them

·         Facilitate individual accomplishments and remove obstacles to achievement of organizational mission outcomes

·         Maintain the widest view of the usefulness for, and impact of, their interventions

·         Have a peer relationship with anyone engaged in the improvement of worthy performance

·         Give and get support and professional aid from colleagues

·         Improve the effectiveness and efficiency of organizations and the resources within them.