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A.       Professional Foundations reflects the influence of advanced technologies, team-based design, and business management skills



1.      Communicate effectively in visual, oral and written form.

2.      Apply current research and theory to the practice of instructional design.

3.      Update and improve one’s knowledge, skills and attitudes pertaining to instructional design and related fields.

4.      Apply fundamental research skills to instructional design projects.

5.      Identify and resolve ethical and legal implications of design in the work place.



B.        Planning and Analysis addresses the professional foundations of design, as well as    planning and analysis, design and development, and implementation and management skills;



1.      Conduct a needs assessment.

2.      Design a curriculum or program.

3.      Select and use a variety of techniques for determining instructional content.

4.      Identify and describe target population characteristics.

5.      Analyze the characteristics of the environment.

6.      Analyze the characteristics of existing and emerging technologies and their use in an instructional environment.

7.      Reflect upon the elements of a situation before finalizing design solutions and strategies.



C.       Design and Development categorizes competencies as Essential or Advanced; and has been validated globally          



1.      Select, modify, or create a design and development model appropriate for a given project.

2.      Select and use a variety of techniques to define and sequence the instructional content and strategies.

3.      Select or modify existing instructional materials.

4.      Develop instructional materials.

5.      Design instruction that reflects an understanding of the diversity of learners and groups of learners.

6.      Evaluate and assess instruction and its impact.



D.       Implementation and Management



1.      Plan and manage instructional design projects.

2.      Promote collaboration, partnerships and relationships among   the participants in a design project.

3.      Apply business skills to managing instructional design.

4.      Design instructional management systems.

5.      Provide for the effective implementation of instructional products and programs.



  © 2002 International Board of Standards for Training, Performance and Instruction



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