ILT Competencies
Reflective Practice | Planning and Analysis | Design and Development | Evaluation and Assessment | Implementation and Change | Management
The Information and Learning Technologies(ILT) masters program requires its graduates to meet six categories of professional competencies. Those categories include Reflective Practice, Planning and Analysis, Design and Development, Evaluation and Assessment, Implementation and Change, and Management. There are a total of 16 competencies that must be demonstrated and they are outlined below. For more information, see the ILT Website.
Reflective Practice
- Take a systems view
- Understand the context of your work
- Understand systemic relationships
- Be aware of values, barriers and leverage points, and anticipated changes
- Use cycles of reasoning as tools for problem-solving (with documentation for accountability and shared reasoning)
- Instructional systems design
- Program/product evaluation and accountability
- Action research
- Change leadership
- Promote collaboration, partnerships, and relationships for full inclusion with stakeholders, clients, subject matter experts, team members, etc.
- Be a lifelong learner and professional
- Be active in the profession and contribute to the community of practice
- Have a plan for career development and continued professional learning
- Be open to new tools, technologies, and theories, and determine their best uses in your practice
Planning and Analysis
- Conduct a needs assessment for learning or performance interventions
- Conduct a learning or performance instructional analysis:
- Learners
- Content, job, or task
- Goals and objectives
- Environment, culture, and history
- External climate; emerging trends and issues
- Ethical and legal implications
- Appropriate media and technologies
- Participate in the process of preparing a technology plan for your unit or organization. Alternatively, critique your organization’s current technology plan and complete a small-scale plan within your assigned responsibility.
Design and Development
- Apply various theories/strategies and current research, and consider local needs and constraints to design activities and experiences for learning (with documentation)
- Learning theories
- behavioral
- information-processing
- constructivist, situated-learning, activity theory
- Instructional-design theories
- rule-based content
- complex environments and communities
- Theories of meaning and value
- aesthetics to guide form and structure
- critical theories of power, value, and inclusion
- Learning theories
- Design learning and performance products and resources that reflect an understanding of the diversity of learners and groups of learners
- Accommodate different learning styles and needs
- Be sensitive to cultural impact of materials
- Accommodate diversity factors (e.g., cultural, special needs, gender) that may influence learning
- Develop products and resources to support learning and performance (with documentation)
- Choose and use appropriate tools and resources for development and production, e.g., multimedia or Web tools, and print or people resources.
- Apply message-design principles to development of interface and interaction
- visual communication and principles of perception
- learning via media
- principles of movement and interaction within traditional and virtual environments
- principles of motivation and attitude change
Evaluation and Assessment
- Evaluate effectiveness of programs, products, or practices
- Formative evaluation for improvement
- Summative evaluation for accountability
- Assess student/participant learning
- Measures of behavioral, cognitive, attitude, and identity change
- Day-to-day assessment via Informal and authentic performance measures
- Data-based instructional decision-making
- Standards benchmarking
- Use of technology for assessment
- Utilize research methods to investigate a learning or performance problem, issue, or trend.
- Demonstrate professional improvement through inquiry, action
- Demonstrate impact of intervention or improved understanding of a problem.
Implementation and Change
- Applying theories of diffusion, adoption, and change to a local problem, develop a change strategy that includes:
- How the effort will be communicated and to whom
- What implementation materials and messages will be required and how they will be produced
- A schedule for the rollout, including milestones, timelines, etc.
- How the new practices will be acknowledged and rewarded
- How to manage resistance
- Who will provide support and guide practice during adoption
- Roles and responsibilities of management, the target audience, and other vested parties
- Participate in an implementation process or change strategy.
- Develop tools and supports to help implementation, e.g., train-the-trainer sessions, job aids, FAQs, etc.
- Gather data on the effectiveness of the innovation to guide future efforts.
Management
- Employing effective strategies (e.g., team leadership, collaboration, accountability), manage one or more of the following endeavors:
- Instructional-design project
- Other development projects (information, Web, etc.)
- Facilities such as lab, library, or classroom
- Classroom and students
- Resources such as software collections, hardware, etc.
- Personnel
- Information resources