Raen | Syracuse University
Self-Evaluation
This is a list of the Instructional Design Competencies with performance statements
(e.g., L-low, M-medium, H-high)
The IDD&E Standards of Practice and Competencies are based on professional standards as defined by instructional designer work, ID models, and IDD&E courses. These competencies are knowledge, skills, and attitudes necessary to successfully and efficiently perform a job.
I included all the self-assessment forms I completed since I started the program, specifically when it was introduced in IDE 631. The first two were done during the fall semester, and last one was after Spring semester (right before the Summer semester began).
Self- Reflection
I have been interested in creating educational courses for learners and I’m excited to get experience in all areas of Instructional Design. There are many transferable skills that I can utilize in ID. These are not limited to curriculum planning, understanding learners' needs, and writing educational content. It may be biased to say, but I think that most language instructors have some secret talents that come into play when we start transitioning.
First, I believe that I have technology skills. I’m lucky in that I’m quite a ‘design fan’ and so I am already familiar with and have some experience using some technologies such as Microsoft and Google suite, so I presume that I will be able to learn more digital tools quite effortlessly. The new technological skills I need to learn are mainly using design-based programs such as Articulate Storyboard, new learning management systems, and more. The familiarity with educational technology is one of the key competencies shared by language instructors and Instructional Designers. Chances are we have already taught hybrid classes and worked with Learning Management Systems. Second, I think that I have enough experience as a learner-centric designer. Communicative teaching is where taking a topic that was less-than-interesting (e.g., dry grammar point) and making it engaging by adding elements (e.g., games, gamification) and turned it into something fun for my students. I think it would serve me well when I start to create eLearning resources. Third, one of the key skills I developed was talking to different audiences and breaking down complicated ideas in simple terms, which is a critical soft skill in the ID field. I think it will help me to communicate with the Subject Matter Experts in the future. Lastly, having the chance to negotiate conversations between learners from different cultures will serve me well when I'm working with teams of collaborators.
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The major takeaway from the program is collaboration. I did not know how crucial it is in the ID field as it will make life and work easier if I can collaborate effectively with SMEs, faculty, client, and any other personnel needed in the development of any course or program. I also see it as the most important competency that I should have as a new ID. The second most important is how to effectively write learning objectives and how to possess design judgements. These are not new to me as an instructor, but the program was an eye-opener and gave me a new perspective in designing courses. The third most important is the the ability to apply learning theories to address learners' needs. I think all competencies are equally important, but as an instructor transitioning to ID role, I believe that these three competencies would serve me well to apply all theories I learned into practice.
The communication skills I gained from my teaching experience will help me acquire or further the ability to manage relationships and influence stakeholders. I learned that knowing how to facilitate groups and manage feedback from multiple sources is critical in the ID industry.