The document discusses preparing for a career in instructional systems design (ISD). It outlines potential ISD job titles and fields, common knowledge, skills, and abilities for ISD jobs, and typical education and experience requirements. The knowledge, skills, and abilities include understanding learning theories, instructional design models, and technologies. Most ISD jobs require a master's degree in education or instructional design and 3-5 years of experience developing online instruction.
Job Aid for a Career in ISD - Kevin M. Schneider.pptxKevin Schneider
The document provides a job aid for pursuing a career in instructional systems design (ISD). It outlines the key steps, which include: 1) Analyzing learner needs and the instructional environment; 2) Designing instruction based on the analysis; 3) Developing lesson plans and materials; 4) Implementing the instruction; and 5) Evaluating the results. Common ISD roles require a master's degree and 3-5 years of experience. Important skills include instructional design, needs assessment, and multimedia software proficiency. The document recommends gaining experience through an ISD master's program to qualify for various instructional design positions.
Get Turnkey integrations with the popular LMSs at Eval System. we provide Intuitive Setup and Deployment with evaluation surveys & surveying courses online.
Get Turnkey integrations with the popular LMSs at Eval System. we provide Intuitive Setup and Deployment with evaluation surveys & surveying courses online.
Implementing Micro-credentials at SheridanDon Presant
Sheridan College is implementing micro-credentials through its Continuing and Professional Studies department. It plans to offer micro-credentials for employment-related skills training, partnerships with employers for work-integrated learning experiences, and faculty professional development. For employment skills, Sheridan will offer levelled micro-credentials for its Python training program based on industry needs. It will also recognize partnered training programs with employers. For faculty, it will offer levelled micro-credentials for developing skills in teaching adult learners. Next steps include consulting partners, designing badges, and developing criteria and implementation plans.
This interactive course aims to equip students with an in-depth comprehension of
data science principles and methodologies, with a strong emphasis on practical
applications.
CCCS and CSU Digital Badge presentation at Aurora Badge Summit June 2016cccscoetc
Colorado State University Online and the Colorado Community College System are working to create a digital badge ecosystem across higher education institutions and industry in Colorado. The ecosystem is intended to provide transparent, portable credentials for learners through competency-based micro-credentials. It began in 2013 in response to needs from industry for shorter training turnarounds and a more credentialed workforce. Early collaborations established principles of learner-focused, community-centered and industry-driven badges, and a structure was developed to connect competencies, curriculum maps and badge graphics. Pilot programs issued over 130 badges from 2014-2015. Efforts continue to expand industry recognition of badges and connect badges to credit-bearing pathways and degrees.
The document discusses integrated learning design in a corporate environment. It proposes seven key design elements to develop an integrated learning solution: 1) creating skills mash-ups, 2) using integrated teaching methods, 3) implementing incremental learning, 4) conducting integrated assessments, 5) simulating work ecosystems, 6) focusing on recipient-centric approaches, and 7) providing on-the-job assistance. These elements aim to improve work performance by optimizing learning efforts and maximizing learning retention and application. The document illustrates how these elements can be applied, such as through creating skill assessments that evaluate learners at a skill mash-up level rather than individually.
Job Aid for a Career in ISD - Kevin M. Schneider.pptxKevin Schneider
The document provides a job aid for pursuing a career in instructional systems design (ISD). It outlines the key steps, which include: 1) Analyzing learner needs and the instructional environment; 2) Designing instruction based on the analysis; 3) Developing lesson plans and materials; 4) Implementing the instruction; and 5) Evaluating the results. Common ISD roles require a master's degree and 3-5 years of experience. Important skills include instructional design, needs assessment, and multimedia software proficiency. The document recommends gaining experience through an ISD master's program to qualify for various instructional design positions.
Get Turnkey integrations with the popular LMSs at Eval System. we provide Intuitive Setup and Deployment with evaluation surveys & surveying courses online.
Get Turnkey integrations with the popular LMSs at Eval System. we provide Intuitive Setup and Deployment with evaluation surveys & surveying courses online.
Implementing Micro-credentials at SheridanDon Presant
Sheridan College is implementing micro-credentials through its Continuing and Professional Studies department. It plans to offer micro-credentials for employment-related skills training, partnerships with employers for work-integrated learning experiences, and faculty professional development. For employment skills, Sheridan will offer levelled micro-credentials for its Python training program based on industry needs. It will also recognize partnered training programs with employers. For faculty, it will offer levelled micro-credentials for developing skills in teaching adult learners. Next steps include consulting partners, designing badges, and developing criteria and implementation plans.
This interactive course aims to equip students with an in-depth comprehension of
data science principles and methodologies, with a strong emphasis on practical
applications.
CCCS and CSU Digital Badge presentation at Aurora Badge Summit June 2016cccscoetc
Colorado State University Online and the Colorado Community College System are working to create a digital badge ecosystem across higher education institutions and industry in Colorado. The ecosystem is intended to provide transparent, portable credentials for learners through competency-based micro-credentials. It began in 2013 in response to needs from industry for shorter training turnarounds and a more credentialed workforce. Early collaborations established principles of learner-focused, community-centered and industry-driven badges, and a structure was developed to connect competencies, curriculum maps and badge graphics. Pilot programs issued over 130 badges from 2014-2015. Efforts continue to expand industry recognition of badges and connect badges to credit-bearing pathways and degrees.
The document discusses integrated learning design in a corporate environment. It proposes seven key design elements to develop an integrated learning solution: 1) creating skills mash-ups, 2) using integrated teaching methods, 3) implementing incremental learning, 4) conducting integrated assessments, 5) simulating work ecosystems, 6) focusing on recipient-centric approaches, and 7) providing on-the-job assistance. These elements aim to improve work performance by optimizing learning efforts and maximizing learning retention and application. The document illustrates how these elements can be applied, such as through creating skill assessments that evaluate learners at a skill mash-up level rather than individually.
Peta Suresh is an academician with a Master's degree in Computer Applications and Bachelor's degree in Science. He has over 10 years of experience teaching subjects related to programming, web development, databases, and more to university and secondary students. He is currently an Assistant Professor and also teaches part-time at a secondary school. His skills include curriculum design, student assessment, classroom management, and analytical skills.
Peta Suresh is an academician with a Master's degree in Computer Applications and Bachelor's degree in Science. He has over 10 years of experience teaching subjects related to programming, web development, databases, and more to university and secondary students. He is currently an Assistant Professor and also teaches part-time at a secondary school. His skills include curriculum design, student assessment, classroom management, and analytical skills.
Madison College Preparing to Teach Online Skills and Criteria Tina Rettler-Pagel
This document outlines the skills needed for successful online teaching in three main categories: online teaching methods, online course design and assessment, and facilitation, interaction, and communication. It identifies key skills within each category such as facilitating online activities, encouraging student engagement, and managing online communication. Academic and technology criteria are also listed, including having credentials in the field being taught, experience as an online student, and access to appropriate computer equipment and internet. The skills and criteria provide a baseline for instructors to identify their strengths and opportunities for development to enhance online learning.
The document discusses career planning and the importance of developing career plans for students. It provides examples of career plan models used in several states, including Idaho, Massachusetts, Missouri, and Nebraska. It emphasizes that career plans should be individualized, written documents that help students establish goals and monitor their progress toward career and educational objectives. The document also reviews how some states, such as Idaho and Massachusetts, require career planning and monitor schools' implementation of career plan requirements.
This document provides an analysis for the design of an online orientation module for graduate students in the Information Media department at St. Cloud State University. It identifies the need to update the current static, text-based orientation to an interactive online module. The target learners are adult graduate students who will complete self-paced modules on using the learning management system, online conferencing software, and key terminology. Each module utilizes principles of multimedia learning and adult education to engage learners through modeling, practice activities, and a completion message. The overall goal is to better prepare new graduate students for their online coursework through a more meaningful online orientation experience.
The course introduces students to data mining in its interdisciplinary nature, with the goal of being exposed to and being able to obtain variety of data, process them, quickly find one’s feet, and perform exploratory analysis as a basis for drawing conclusions for decision-making and/or subsequent automation and prediction employing machine learning models.
The Machine Learning course follows the Data Mining course with introducing students to the most widely used machine learning algorithms and building machine learning models for prediction, decision-making, and/or automation of data analysis in a computer program /application.
Colorado Community College System Digital Credential Taskforce meeting Octobe...cccschamp
This document summarizes the agenda and key topics for an upcoming meeting of the Colorado Community College System Micro-Credential Taskforce. The taskforce will review draft issues and recommendations, discuss challenges to implementing digital badges, and review infrastructure and personnel proposals. They will also discuss the viewpoints of the US Department of Education, which sees badges as engaging learners and broadening credentialing, and linking them to competency-based education. Finally, they will brainstorm recommendations and timelines.
This document outlines the development of an online training course for university instructors on using communication tools in Blackboard. It follows the ADDIE instructional design model, which includes the phases of analysis, design, development, implementation and evaluation. The document focuses on the development phase, providing details on the objectives, standards, strategies and assessment for a sample lesson on creating announcements and voice emails in Blackboard. The goal is to generate and validate learning resources to teach instructors effective online communication skills to enhance student engagement.
This 3-sentence summary provides the high-level and essential information from the document:
This document outlines a course on scripting for design at Durham College, including prerequisites, course description, learning outcomes, evaluation methods, and policies. Students will learn JavaScript programming and how to use it to enhance web page design and interactivity. Evaluation will include in-class coding reviews, assignments, tests, and individual coding projects assessed based on function, documentation, and style. Course policies address attendance, communication, and academic honesty.
This 3-sentence summary provides the high-level and essential information from the document:
This document outlines a course on scripting for design at Durham College, including prerequisites, course description, learning outcomes, evaluation methods, and policies. Students will learn JavaScript programming and how to use it to enhance web page design and interactivity. Evaluation will include in-class coding reviews, assignments, tests, and individual coding projects assessed based on function, documentation, and style. Course policies address attendance, communication, and academic honesty.
University of California, Irivne ELearning Instructional Design CurriculmRuss Holbrook
The intensive two and a half year Certificate in eLearning Instructional Design program at the University of California, Irvine concentrated on building instructional design skills required to develop and deliver online learning. The program included topics on the methodology, skills, and techniques necessary for aligning e-learning strategies with business strategies such as principles of e-learning instructional design, exploring e-learning development tools, designing and developing interactive e-learning courses, e-learning evaluation and assessment, project management for e-learning professionals, and an e-learning instructional design practicum.
This document discusses competency-based teaching and education. It begins by defining key terms related to competency-based learning. It then lists the general and specific objectives of the lecture, which are to understand competency-based teaching and define related terms, characteristics, benefits and elements. The document proceeds to define additional terms and list the characteristics of competency-based education. It identifies practical benefits and the ten elements of a competency-based system. Finally, it outlines the steps of assessing readiness for competency-based education, including initial analysis, institutional readiness, program design, curriculum design, scalability, marketing, and ongoing student engagement and data improvement.
IRJET- Personalized E-Learning using Learner’s Capability Score (LCS)IRJET Journal
1) The document discusses a personalized e-learning model that calculates a learner's capability score (LCS) based on performance, learning style, and time to determine an optimal learning path.
2) The LCS algorithm uses parameters like time, performance on tests, learning style, objective, difficulty of concepts, and question level to analyze a learner's capabilities and provide personalized course sequencing.
3) The proposed model involves developing an application where learners can register for courses, take tests on concepts, and receive personalized sequencing of concepts based on their calculated LCS.
IRJET- Personalized E-Learning using Learner’s Capability Score (LCS)IRJET Journal
1) The document discusses a personalized e-learning model that calculates a learner's capability score (LCS) based on performance, learning style, and time to determine an optimal learning path.
2) The LCS algorithm uses parameters like time, performance on tests, learning style, objective, difficulty of concepts, and question level to analyze a learner's capabilities and provide personalized course sequencing.
3) The proposed model involves developing an application that stores learner information in a database, administers tests after concepts, calculates LCS, and guides learners through courses based on their scores.
Competency based learning: State of the U.S. K-12 marketNewSchools Ignite
CBL adoption in K-12 education in the US is still in early stages, with an estimated 4% of students currently enrolled in CBL programs. While CBL represents a fundamental shift in how education is organized and delivered, widespread adoption faces significant hurdles including pedagogical transformation, lack of supporting infrastructure and legacy structures. Key characteristics of successful CBL programs include positioning the student as the prime driver of learning, defining clear proficiencies, and allowing for personal learning pathways. A variety of technology platforms are emerging to support CBL, but none have yet achieved dominant market leadership due to the complexity of needed functionality.
This document provides an overview of instructional design concepts and processes. It discusses:
- The benefits of instructional design, which include aligning goals and measures, taking a systematic approach, reducing assumptions, and ensuring correct instructional methods.
- When and where to apply the instructional design process, such as for curriculum design, course design, classes, corporate training, and workshops.
- The generic instructional design process which includes analysis, design, development, implementation, and evaluation.
- Key steps in the analysis phase like identifying needs and goals, instructional content, tasks, learner context, and outcomes to write objectives and determine methods.
- Characteristics of a good instructional goal
Embedding Employability Survey - Staff
This instrument was developed from our Focus Group Consultation. It is a new survey tool, with important differences observed between stakeholders (employer, DkIT Staff, DkIT Students, DkIT Graduates). Please review each and you are welcome to modify and use for your own surveys at your own institution.
The document outlines an event on open badges, which examines their potential uses and importance of developing a strategy. Attendees will learn about open badge platforms, design a badge using tools, and network with experts. The event will help colleges develop badges to improve skills, employability, and motivation through stepped achievements. Open badges in Moodle were demonstrated and a badge design worksheet was provided to help attendees begin developing badges.
This document discusses e-learning services including computer-based learning, computer-based training, and computer-aided assessment. Computer-based learning uses computers in the classroom for teaching purposes through interactive content mapped to the syllabus. Computer-based training provides self-paced learning through computers or devices using methods like questions and interactive activities. Computer-aided assessment uses computers to deliver and score assessments both online and through scanning response sheets.
Nebraska Developing Rural Career Academies Ncci June 2009Erika Volker
The document provides information about career education in Nebraska. It notes that Nebraska has a population of 1.78 million people, with 58.3% living in urban areas and 41.7% in rural areas. It also discusses the differences between traditional vocational education and newer career education approaches, which aim to prepare students for both college and careers. The document outlines aspects of career education like career and technical education, career guidance, and career awareness integration. It proposes a new model for career education that is relevant to current workplaces and aligned with postsecondary education.
Peta Suresh is an academician with a Master's degree in Computer Applications and Bachelor's degree in Science. He has over 10 years of experience teaching subjects related to programming, web development, databases, and more to university and secondary students. He is currently an Assistant Professor and also teaches part-time at a secondary school. His skills include curriculum design, student assessment, classroom management, and analytical skills.
Peta Suresh is an academician with a Master's degree in Computer Applications and Bachelor's degree in Science. He has over 10 years of experience teaching subjects related to programming, web development, databases, and more to university and secondary students. He is currently an Assistant Professor and also teaches part-time at a secondary school. His skills include curriculum design, student assessment, classroom management, and analytical skills.
Madison College Preparing to Teach Online Skills and Criteria Tina Rettler-Pagel
This document outlines the skills needed for successful online teaching in three main categories: online teaching methods, online course design and assessment, and facilitation, interaction, and communication. It identifies key skills within each category such as facilitating online activities, encouraging student engagement, and managing online communication. Academic and technology criteria are also listed, including having credentials in the field being taught, experience as an online student, and access to appropriate computer equipment and internet. The skills and criteria provide a baseline for instructors to identify their strengths and opportunities for development to enhance online learning.
The document discusses career planning and the importance of developing career plans for students. It provides examples of career plan models used in several states, including Idaho, Massachusetts, Missouri, and Nebraska. It emphasizes that career plans should be individualized, written documents that help students establish goals and monitor their progress toward career and educational objectives. The document also reviews how some states, such as Idaho and Massachusetts, require career planning and monitor schools' implementation of career plan requirements.
This document provides an analysis for the design of an online orientation module for graduate students in the Information Media department at St. Cloud State University. It identifies the need to update the current static, text-based orientation to an interactive online module. The target learners are adult graduate students who will complete self-paced modules on using the learning management system, online conferencing software, and key terminology. Each module utilizes principles of multimedia learning and adult education to engage learners through modeling, practice activities, and a completion message. The overall goal is to better prepare new graduate students for their online coursework through a more meaningful online orientation experience.
The course introduces students to data mining in its interdisciplinary nature, with the goal of being exposed to and being able to obtain variety of data, process them, quickly find one’s feet, and perform exploratory analysis as a basis for drawing conclusions for decision-making and/or subsequent automation and prediction employing machine learning models.
The Machine Learning course follows the Data Mining course with introducing students to the most widely used machine learning algorithms and building machine learning models for prediction, decision-making, and/or automation of data analysis in a computer program /application.
Colorado Community College System Digital Credential Taskforce meeting Octobe...cccschamp
This document summarizes the agenda and key topics for an upcoming meeting of the Colorado Community College System Micro-Credential Taskforce. The taskforce will review draft issues and recommendations, discuss challenges to implementing digital badges, and review infrastructure and personnel proposals. They will also discuss the viewpoints of the US Department of Education, which sees badges as engaging learners and broadening credentialing, and linking them to competency-based education. Finally, they will brainstorm recommendations and timelines.
This document outlines the development of an online training course for university instructors on using communication tools in Blackboard. It follows the ADDIE instructional design model, which includes the phases of analysis, design, development, implementation and evaluation. The document focuses on the development phase, providing details on the objectives, standards, strategies and assessment for a sample lesson on creating announcements and voice emails in Blackboard. The goal is to generate and validate learning resources to teach instructors effective online communication skills to enhance student engagement.
This 3-sentence summary provides the high-level and essential information from the document:
This document outlines a course on scripting for design at Durham College, including prerequisites, course description, learning outcomes, evaluation methods, and policies. Students will learn JavaScript programming and how to use it to enhance web page design and interactivity. Evaluation will include in-class coding reviews, assignments, tests, and individual coding projects assessed based on function, documentation, and style. Course policies address attendance, communication, and academic honesty.
This 3-sentence summary provides the high-level and essential information from the document:
This document outlines a course on scripting for design at Durham College, including prerequisites, course description, learning outcomes, evaluation methods, and policies. Students will learn JavaScript programming and how to use it to enhance web page design and interactivity. Evaluation will include in-class coding reviews, assignments, tests, and individual coding projects assessed based on function, documentation, and style. Course policies address attendance, communication, and academic honesty.
University of California, Irivne ELearning Instructional Design CurriculmRuss Holbrook
The intensive two and a half year Certificate in eLearning Instructional Design program at the University of California, Irvine concentrated on building instructional design skills required to develop and deliver online learning. The program included topics on the methodology, skills, and techniques necessary for aligning e-learning strategies with business strategies such as principles of e-learning instructional design, exploring e-learning development tools, designing and developing interactive e-learning courses, e-learning evaluation and assessment, project management for e-learning professionals, and an e-learning instructional design practicum.
This document discusses competency-based teaching and education. It begins by defining key terms related to competency-based learning. It then lists the general and specific objectives of the lecture, which are to understand competency-based teaching and define related terms, characteristics, benefits and elements. The document proceeds to define additional terms and list the characteristics of competency-based education. It identifies practical benefits and the ten elements of a competency-based system. Finally, it outlines the steps of assessing readiness for competency-based education, including initial analysis, institutional readiness, program design, curriculum design, scalability, marketing, and ongoing student engagement and data improvement.
IRJET- Personalized E-Learning using Learner’s Capability Score (LCS)IRJET Journal
1) The document discusses a personalized e-learning model that calculates a learner's capability score (LCS) based on performance, learning style, and time to determine an optimal learning path.
2) The LCS algorithm uses parameters like time, performance on tests, learning style, objective, difficulty of concepts, and question level to analyze a learner's capabilities and provide personalized course sequencing.
3) The proposed model involves developing an application where learners can register for courses, take tests on concepts, and receive personalized sequencing of concepts based on their calculated LCS.
IRJET- Personalized E-Learning using Learner’s Capability Score (LCS)IRJET Journal
1) The document discusses a personalized e-learning model that calculates a learner's capability score (LCS) based on performance, learning style, and time to determine an optimal learning path.
2) The LCS algorithm uses parameters like time, performance on tests, learning style, objective, difficulty of concepts, and question level to analyze a learner's capabilities and provide personalized course sequencing.
3) The proposed model involves developing an application that stores learner information in a database, administers tests after concepts, calculates LCS, and guides learners through courses based on their scores.
Competency based learning: State of the U.S. K-12 marketNewSchools Ignite
CBL adoption in K-12 education in the US is still in early stages, with an estimated 4% of students currently enrolled in CBL programs. While CBL represents a fundamental shift in how education is organized and delivered, widespread adoption faces significant hurdles including pedagogical transformation, lack of supporting infrastructure and legacy structures. Key characteristics of successful CBL programs include positioning the student as the prime driver of learning, defining clear proficiencies, and allowing for personal learning pathways. A variety of technology platforms are emerging to support CBL, but none have yet achieved dominant market leadership due to the complexity of needed functionality.
This document provides an overview of instructional design concepts and processes. It discusses:
- The benefits of instructional design, which include aligning goals and measures, taking a systematic approach, reducing assumptions, and ensuring correct instructional methods.
- When and where to apply the instructional design process, such as for curriculum design, course design, classes, corporate training, and workshops.
- The generic instructional design process which includes analysis, design, development, implementation, and evaluation.
- Key steps in the analysis phase like identifying needs and goals, instructional content, tasks, learner context, and outcomes to write objectives and determine methods.
- Characteristics of a good instructional goal
Embedding Employability Survey - Staff
This instrument was developed from our Focus Group Consultation. It is a new survey tool, with important differences observed between stakeholders (employer, DkIT Staff, DkIT Students, DkIT Graduates). Please review each and you are welcome to modify and use for your own surveys at your own institution.
The document outlines an event on open badges, which examines their potential uses and importance of developing a strategy. Attendees will learn about open badge platforms, design a badge using tools, and network with experts. The event will help colleges develop badges to improve skills, employability, and motivation through stepped achievements. Open badges in Moodle were demonstrated and a badge design worksheet was provided to help attendees begin developing badges.
This document discusses e-learning services including computer-based learning, computer-based training, and computer-aided assessment. Computer-based learning uses computers in the classroom for teaching purposes through interactive content mapped to the syllabus. Computer-based training provides self-paced learning through computers or devices using methods like questions and interactive activities. Computer-aided assessment uses computers to deliver and score assessments both online and through scanning response sheets.
Nebraska Developing Rural Career Academies Ncci June 2009Erika Volker
The document provides information about career education in Nebraska. It notes that Nebraska has a population of 1.78 million people, with 58.3% living in urban areas and 41.7% in rural areas. It also discusses the differences between traditional vocational education and newer career education approaches, which aim to prepare students for both college and careers. The document outlines aspects of career education like career and technical education, career guidance, and career awareness integration. It proposes a new model for career education that is relevant to current workplaces and aligned with postsecondary education.
Similar to Preparing for a Career in ISD - Kevin M. Schneider (20)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Preparing for a Career in ISD - Kevin M. Schneider
1. Preparing for a
Career in
Instructional
Systems Design
(ISD)
Kevin M. Schneider, University of Maryland,
Baltimore County (UMBC), LAPT 602 -
Instructional Systems Development, 09/23/2023
2. Mini-Professional
Development Plan
Education &
Experience
Potential ISD Jobs
KSAs (Knowledge,
Skills, and Abilities)
KSAs (Knowledge,
Skills, and Abilities)
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 09/23/2023
3. As stated in Braxton, Sherri, et al. “Instructional System Design (ISD): Using the ADDIE Model.”:
“Instructional design aims for a learner-centered rather than the traditional teacher-centered approach to
instruction, so that effective learning can take place. This means that every component of the instruction is
governed by the learning outcomes, which have been determined after a thorough analysis of the learners’
needs.”¹
Instructional Systems Design (ISD) can be considered under many different job titles, as researched through
O*Net Online², Indeed³, & CareerBuilder₄, including, but not limited to:
● Instructional Systems Designer, Instructional Systems Specialist, Instructional Designer, Instructional Technologist,
Learning Development Specialist, Curriculum Specialist, Education Specialist, Curriculum Coordinator, Curriculum
Director, Learning & Development Instructional Designer, Learning Experience Designer
These ISD positions can be found in a variety of fields and working with different companies, such as:
● Education (Higher Ed Institutions, Online K-12)
● Government (Military branches, Federal/Local government)
● Corporations - Large & Small Businesses, Human Resources, etc.
Potential ISD
Jobs
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 09/23/2023
5. According to O*Net Online², which is sponsored by the U.S. Department of Labor, and multiple job search engines (Indeed³, CareerBuilder₄), the common
Knowledge, Skills, & Abilities (KSAs) for ISD jobs are:
Knowledge:
● Adult learning theories, methods, strategies including the ADDIE model, evaluation methodologies such as the Kilpatrick Model
● Lectora, Articulate Storyline, Google Suite, Microsoft Office Suite, Camtasia, Teachable, Adobe Creative Cloud/Products (Captivate, Photoshop,
Lightroom, Illustrator, After Effects)
● Learning Management Systems (LMS) such as: Blackboard, Canvas, Google Classroom, Moodle, etc.
● Section 508 Standards Compliance
Skills:
● Analytical leadership skills
● Complex problem solving
● Create and conduct training evaluations and learner needs analyses, both formative and summative
● Active listening to clients
● Designing and writing help systems, instructor guides, and student guide
● Monitoring/assessing performance
● Create storyboards that adhere to applicable style guidelines and standards per client
Abilities:
● Communicate complex ideas effectively
● Write effective instructional text and audio/video scripts
● Written/oral comprehension
● Deductive reasoning
● High attention to detail
● Ability to work well independently and as an active design team member
KSAs (Knowledge,
Skills, and Abilities)
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 09/23/2023
7. The common Education & Experience requirements for ISD jobs are, as researched²³₄:
Education:
● Most ISD-related job descriptions require a minimum: M.A./M.S. Master’s degree in education
curriculum and instruction, learning design and technology, human resources development, online
education, or instructional design
● Every once in a while there are jobs with a minimum of a Bachelor’s Degree in the field required,
but the preferred qualification is still a Master’s Degree for almost all positions
Experience:
● The common years of experience is 3-5 years of professional experience in an academic and/or
corporate environment, designing and developing online instruction
● With the majority of positions requiring 5+ years of direct field experience, with some higher
positions requiring 7-10+ years of experience.
Education &
Experience
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 09/23/2023
9. Self-Assessment: I currently obtain experience/knowledge of LMS such as Blackboard (through my time as a student during
undergrad/graduate studies. I have and am currently working with Canvas (LMS) in my professional career and creating
training modules for my employees/colleagues on our processes/programs. I have experience as a teacher, mostly teacher-led
instruction, and will look to gain more experience through self-directed/andragogy based learning/facilitation. I currently obtain
a B.S. in Physical/Health Education (K-12 certified), which is lacking for most ISD careers. My editing/storyboard skills have not
been obtained yet as well. Most of the missing components for me to be well-qualified in an ISD position would be related to
Knowledge and Skills.
Goals: I would like to learn the instructional models and andragogy practices, as well as how to use the many technology
softwares/programs, by way of University of Maryland, Baltimore County’s (UMBC) Learning & Performance Technology
(LAPT) program. This will also allow me to obtain my Master of Arts Degree which will allow me to be qualified for ISD
positions in the future.
Action Plan: I am currently in the process of completing UMBC’s M.A. in LAPT as I have just started my first 2 courses this
Fall 2023 semester. I would like to have this M.A. completed between 2026-2027, depending on 1-2 courses per semester. In
addition, obtaining the Graduate Certificates along the way. Throughout this time, I would like to apply the skills I learn into my
current career and continue to develop learning experiences for my direct employees/colleagues in higher education. After
obtaining my M.A. in LAPT, starting with contracted entry-level ISD positions to work on specific projects, seems feasible and a
smart plan to obtain some experience applicable to future long-term ISD positions.
Mini-Professional
Development
Plan
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 09/23/2023
10. References
¹Braxton, Sherri, et al. “Instructional System Design (ISD): Using the ADDIE Model.” Purdue
University - Library, Purdue University, 23 Sept. 2000,
www.lib.purdue.edu/sites/default/files/directory/butler38/ADDIE.pdf. Accessed 23 Sept. 2023
²O*Net Online. “25-9031.00 - Instructional Coordinators.” O*NET OnLine, U.S. Department of Labor,
Employment & Training Administration, and developed by the National Center for O*NET
Development, Site Updated 29 Aug. 2023, www.onetonline.org/link/details/25-9031.00. Accessed 23
Sept. 2023.
³Indeed. “Instructional Systems Designer Jobs, Employment | Indeed.Com.” Indeed.com,
www.indeed.com/q-Instructional-Systems-Designer-jobs.html. Accessed 23 Sept. 2023.
₄CareerBuilder. “Instructional Systems Designer Jobs - Apply Now | CareerBuilder.”
CareerBuilder.com, www.careerbuilder.com/jobs-instructional-systems-designer. Accessed 23 Sept.
2023.
Contact
Kevin M. Schneider
kevinschneider.edu@gmail.com
Kevin M. Schneider, University of
Maryland, Baltimore County (UMBC),
LAPT 602 - Instructional Systems
Development, 09/23/2023