Profession instructional designer

Instructional designers develop instructional material for training courses using multimedia technology and authoring tools. They aim to create instructional experiences which make the acquisition of knowledge and skills more efficient, effective, and appealing.

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Personality Type

  • Social / Artistic
  • Social / Investigative

Knowledge

  • Cognitive psychology

    The human mental processes such as attention, memory, language use, perception, problem solving, creativity and thinking.

  • Learning management systems

    The e-learning platform for creating, administrating, arranging, reporting and delivering e-learning education courses or training programs.

  • Standards for web-based e-learning

    The standards and specifications used for web-based e-learning, such as Sharable Content Object Reference Model (SCORM), which define communications between client side content and a host system supported by a learning management system.

  • Content development processes

    The specialised techniques used to design, write, compile, edit and organise digital content, such as text, graphics and videos for publishing purposes.

  • Publishing strategy

    The methods, rules, media and tools of publishing content from content management systems in single sources or cross media.

  • Web programming

    The programming paradigm that is based on combining markup (which adds context and structure to text) and other web programming code, such as AJAX, javascript and PHP, in order to carry out appropriate actions and visualise the content.

  • Task algorithmisation

    The techniques to convert unstructured descriptions of a process into step-by-step sequence of actions of a finite number of steps.

  • Instructional design models

    The guidelines or strategies for designing and developing instructions to ensure learners achieve the intended learning outcomes.

  • Authoring software

    The software that provides pre-programmed elements which allow the development of interactive multimedia applications in order to edit, structure and lay out content intended for publication.

Skills

  • Create script for artistic production

    Develop a script describing the scenes, actions, equipment, content and realisation means for a play, film or broadcast.

  • Apply tools for content development

    Use specialised content development tools such as content and terminology management systems, translation memory systems, language checker and editors to generate, compile and transform content according to specified standards.

  • Use scripting programming

    Utilise specialised ICT tools to create computer code that is interpreted by the corresponding run-time environments in order to extend applications and automate common computer operations. Use programming languages which support this method such as Unix Shell scripts, JavaScript, Python and Ruby.

  • Identify training needs

    Analyse the training problems and identify the training requirements of an organisation or individuals, so as to provide them with instruction tailored to their prior mastery, profile, means and problem.

  • Proofread text

    Read a text thoroughly, search for, review and correct errors to ensure content is valid for publishing.

  • Apply teaching strategies

    Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.

  • Design web-based courses

    Create web-based training and instruction courses using dynamic and static online tools to deliver learning outcomes to the audience of the course. Web tools used here can include streaming video and audio, live internet broadcasts, information portals, chatrooms and bulletin boards.

  • Translate requirement concepts into visual design

    Develop visual design from given specifications and requirements, based on the analysis of the scope and target audience. Create a visual representation of ideas such as logos, website graphics, digital games and layouts.

  • Structure information

    Organise information using systematic methods such as mental models and according to given standards in order to facilitate user information processing and understanding with respect to the specific requirements and characteristics of the output media.

  • Provide written content

    Communicate information in written form via digital or print media according to the needs of the target group. Structure the content according to specifications and standards. Apply grammar and spelling rules.

  • Use markup languages

    Utilise computer languages, that are syntactically distinguishable from the text, to add annotations to a document, specify layout and process types of documents such as HTML.

  • Provide multimedia content

    Develop multimedia materials such as screen shots, graphics, slide shows, animations and videos to be used as content integrated in a broader informational context.

  • Compile content

    Retrieve, select and organise content from specific sources, according to the requirements of the output media such as printed materials, online applications, platforms, websites and video.

  • Manage content development projects

    Plan and implement the creation, delivery and management of digital or printed content, develop a system that describes the entire editorial content development and publishing process and use ICT tools to support the process.

  • Translate requirement concepts into content

    Develop digital content by following given requirements and guidelines.

  • Conduct content quality assurance

    Carry out validation of content by reviewing it according to formal and functional quality, usability and applicable standards.

  • Identify customer requirements

    Apply techniques and tools, such as surveys, questionnaires, ICT applications, for eliciting, defining, analysing, documenting and maintaining user requirements from system, service or product.

  • Conduct educational activities

    Plan, perform and supervise educational activities for a variety of audiences, such as for school children, university students, specialist groups, or members of the public.

  • Create SCORM packages

    Develop educational packages for e-learning platforms using the Sharable Content Object Reference Model (SCORM) standard.

  • Identify ICT user needs

    Determine the needs and requirements of ICT users of a specific system by applying analytical methods, such as target group analysis.

  • Apply ICT terminology

    Use specific ICT terms and vocabulary in a systematic and consistent manner for documentation and communication purposes.

  • Teach writing

    Teach basic or advanced writing principles to varying age groups in a fixed eduction organisation setting or by running private writing workshops.

  • Manage content metadata

    Apply content management methods and procedures to define and use metadata concepts, such as the data of creation, in order to describe, organise and archive content such as documents, video and audio files, applications and images.

  • Develop digital educational materials

    Create resources and instructional materials (e-learning, educational video and audio material, educational prezi) using digital technologies to transfer insight and awareness in order to improve learners’ expertise.

  • Use different communication channels

    Use various types of communication channels such as verbal, handwritten, digital and telephonic communication with the aim of constructing and sharing information and ideas.

Optional knowledge and skills

taleo sakai litmos ajax moodle schoology wiziq develop creative ideas engrade lams perform project management javascript brightspace (learning management systems) perform ict troubleshooting keep up to date with subject knowledge give live presentation build business relationships