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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Integrated Performance Assessment (IPA)
Linking Individual Development to Industry Standards
Tammé McCowin Doctoral CandidateUniversity of Phoenix
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Agenda
Topic Time (Mins.)
Literature Review 10
ISD Performance Inventory 5
Scale Development Process 10
Peer Activity: Using the ISD Performance Inventory
40
Research Participation 5
Questions and Answers 5
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Literature ReviewTopics• Symptoms and Issues• Problem Statement• Research Purpose• Research Question• Literature Search• Research Findings• IPA Research Methodology
Topics• Symptoms and Issues• Problem Statement• Research Purpose• Research Question• Literature Search• Research Findings• IPA Research Methodology
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Symptoms and Issues
• Instructional technology (IT) professionals must continually update and develop their skills in an ever-changing world market due to global competition, new methods and tools, fluctuations in the market, business acumen, strategy, positioning, and technological innovations
• There is a demand for IT professionals to continually adapt to agile work environments while acquiring new competencies in a rapidly changing industry
(Lui, Gibby, Quiros, & Demp, 2002; Katz, 2005)
(Lui, Gibby, Quiros, & Demp, 2002; Katz, 2005)
(Curtis, Hefley, & Miller, 2002; Lui et al., 2002; Lui, Jones, & Hempstreet, 1998; Katz,
2005)
(Curtis, Hefley, & Miller, 2002; Lui et al., 2002; Lui, Jones, & Hempstreet, 1998; Katz,
2005)
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Symptoms and Issues
• IT professionals “have a responsibility to keep their skills current”
• It is an important and essential competency to update and improve one’s knowledge, skills, and abilities
• Skill utilization, extension, and versatility are critical components for sustaining professional success and technical professionals must continually extend their knowledge and skill capabilities to grow, innovate, and lead
(Katz, 2005)(Katz, 2005)
(Richey, Fields, Foxon, Roberts, Spannaus, & Spector, 2005)
(Richey, Fields, Foxon, Roberts, Spannaus, & Spector, 2005)
(Rothwell & Kazanas, 2004, p. 386)
(Rothwell & Kazanas, 2004, p. 386)
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Problem Statement
• Effective job performance can be mitigated when no means is available to accurately and objectively assess the performance of IT professionals on industry defined competency standards
Instructional Technology (IT)
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Research Purpose
• Career Planning and Professional Developmento To provide a valid and reliable measurement
methodology to guide career planning and professional development activities
• Leadership Developmento To develop technical leadership by focusing on
professional competencies, maturation, experience, and context
• Selection and Guidance Counselingo To provide an effective and objective measurement
methodology to aid employers and educators with making better decisions about job and student applicants (e.g. classification, placement, educational programming, recruitment, and selection)
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Research Question
• What are the valid and reliable competencies, methods, and tools for assessing the preparation and performance of IT professionals?
Instructional Technology (IT)
Why ask this question?What someone thinks he or she is capable of doing, how
others know that he or she is capable, and how that capability may be demonstrated is not always in
alignment.
Why ask this question?What someone thinks he or she is capable of doing, how
others know that he or she is capable, and how that capability may be demonstrated is not always in
alignment.
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Literature Search
0
9
2
5
4
6
0
1
2
3
4
5
6
7
8
9
Questia Pro/Psy ERIC Dissertations ETR&D PIQ
26 reference sources found26 reference sources found
Literary Sources
Tota
l
Number of References
10
Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Literature Search
11
4
1 1 1
0
2
4
6
8
10
12
ISD Practice CD MD TD Other
18 research studies found18 research studies found
Study Type
Tota
l
Number of Research Studies
Competency Development (CD), Model Development, (MD), Tool Development (TD)
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Study Findings
• ISD Practice Studieso Software tools for empowering instructional developerso What do instructional designers actually do? An initial
investigation of expert practiceo Designer thinking: How novice and experts think about
instructional designo Context sensitive instructional design models: A
response to design theory, practice, and criticismo The present and future of ID practiceo Interactive multimedia design and production processes
o A history of instructional design and technology: Part I: A history of instructional media
(Rowland, 1992)(Rowland, 1992)
(Wedman & Tessmer, 1995)(Wedman & Tessmer, 1995)
(Winer & Vazquez-Abad, 1995)(Winer & Vazquez-Abad, 1995)
(Perez & Emery, 1995)(Perez & Emery, 1995)
(Lui & Hempstreet, 1998)(Lui & Hempstreet, 1998)
(Reiser, 2001a)(Reiser, 2001a)
(Gayeski, 1991)(Gayeski, 1991)
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Study Findings
• ISD Practice Studieso A history of instructional design and technology: Part II: A
history of instructional designo The challenge of being an instructional designer for new
media development: A view from the practitioners
o Paradigms in the theory and practice of education and training design
o Instructional design practice: Career environments, job roles, and a climate of change(Larson & Lockee, 2004)(Larson & Lockee, 2004)
(Visscher-Voerman & Gustafson, 2004)(Visscher-Voerman & Gustafson, 2004)
(Reiser, 2001b)(Reiser, 2001b)
(Lui, Gibby, Quiros, & Demps, 2002)(Lui, Gibby, Quiros, & Demps, 2002)
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Study Findings
• CD Studieso Roles and competencies of instructional design as
identified by expert instructional designers: a qualitative study*
o An examination of the instructional design competencies written by the International Board of Standards for Training, Performance, and Instruction*
o Instructional design competencies: The standards (3rd ed.)
o Building a foundation for the tomorrow: Skill standards for information technology 2003 edition
(Song, 1998)(Song, 1998)
(Richey, Fields. Foxon, Roberts, Spannaus, & Spector, 2001)(Richey, Fields. Foxon, Roberts, Spannaus, & Spector, 2001)
(Atchison, 1996)(Atchison, 1996)
(NWCET, 2003)(NWCET, 2003)
Competency Development (CD) * Denotes dissertation study
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Study Findings
• MD Studieso ID model construction and validation: A multiple
intelligences case o The construction and validation of an instructional
systems design model incorporating multiple intelligences*
• TD Studieso The validity of a multiple-choice, paper and pencil
instrument in discriminating between masters and nonmasters of instructional design*
• Othero The comparative study of information competencies-
using Bloom’s taxonomy
(Stepp, 1990)(Stepp, 1990)
Model Development, (MD), Tool Development (TD)
(Tracey & Richey, 2007) (Tracey & Richey, 2007)
(Tracey, 2001) (Tracey, 2001)
* Denotes dissertation study
(Ven & Chuang, 2005)(Ven & Chuang, 2005)
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
IPA Research Methodology
ISD PerformanceInventory
Study
ISD PerformanceInventory
Study
Multiple IntelligencesISD Construct
Map Study
Multiple IntelligencesISD Construct
Map Study
Integrated SkillsAssessment
Study
Integrated SkillsAssessment
Study
IntegratedPerformance
Assessment Study
IntegratedPerformance
Assessment Study
11 22 33 44Perceived
RQWhat are the valid
and reliable competencies for
assessing the preparation and
performance of IT professionals?
RQ1What is the
relationship between MI Constructs and ISD competencies?
H1IT professionals who are able to correctly respond to a large
number of competency-
intelligence items will exhibit skill
integration.
RQWhat is the
relationship between perceived assessed and demonstrated
performance?RQ2What combination of
MI Constructs and ISD competencies
influence an IT professional’s skill
integration?RQ3
What combination of MI Constructs and ISD competencies
influence an IT professional’s skill
imbalance?
H2IT professionals who
are not able to correctly respond to a large number of
competency-intelligence items will exhibit skill
imbalance.
Research Question (RQ), Hypotheses (H), Instructional Systems Design (ISD)
assessed demonstrated
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
ISD Performance Inventory
Topics• Scale Composition• Rating Scale• Sample Professional Foundation
Scale
Topics• Scale Composition• Rating Scale• Sample Professional Foundation
Scale
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Scale Composition
Scale C PS SIProfessional Foundations 5 26 63
Planning and Analysis 7 30 59Design and Development 6 32 58
Implementation and Management 5 34 56Digital Media 5 35 63
Technical Writing 5 30 52Web Development and
Administration8 55 92
Total 41 242 443
C - Competencies, PS - Performance Statements, SI - Scale Items
*Scale items were written to align to industry standards.
*Scale items were written to align to industry standards.
*International Board of Standards for Training Performance and Instruction (IBSTPI)*National Workforce Center for Emerging Technologies (NWCET)
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Rating Scale
Main Scale Equivalent Scale
1. Absolutely need 1. Novice2. Strongly need 2. Advanced
Beginner3. Definitely need 3. Competent4. Somewhat need 4. Proficient5. No need 5. ExpertRating oneself as an expert on an individual item does not imply that you cannot or do not need to ever make improvements. Rather it is an
indication of where you believe you are to date regarding where you are in your career and the current state of the industry and based on the
standards that are relevant right now.
Rating oneself as an expert on an individual item does not imply that you cannot or do not need to ever make improvements. Rather it is an
indication of where you believe you are to date regarding where you are in your career and the current state of the industry and based on the
standards that are relevant right now.
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Sample Professional Foundations Scale
Performance Statement
Scale Item Rating Scale
Create messages that accommodate learner needs and characteristics, content, and objectives
When designing instruction, write learner centric content that is factual, clear, unambiguous, and tied to relevant supporting visual aids to improve learning and comprehension of subject matter.
1 2 3 4 5
When designing instruction, write instructional objectives that clearly describe a measurable performance.
1 2 3 4 5
When designing instruction, write learner centric content that maps directly to documented instructional objectives.
1 2 3 4 5
Write and edit text to produce messages that are clear, concise, and grammatically correct.
When designing instruction, write learner centric content that is clear, concise, and grammatically correct.
1 2 3 4 5
When designing instruction, edit learner centric content that is clear, concise, and grammatically correct.
1 2 3 4 5
C1: Communicate Effectively in visual and oral form
1 – Absolutely need, 2 – Strongly need, 3 – Definitely need, 4 –Somewhat need, 5 – No need
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Scale Development ProcessTopics• Four Step Scale Development
Process• Construct Delineation• Item Generation• Pilot Studies• Validation Studies• Scale Sample Sizes
Topics• Four Step Scale Development
Process• Construct Delineation• Item Generation• Pilot Studies• Validation Studies• Scale Sample Sizes
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Four Step Scale Development Process
ConstructDelineationConstruct
DelineationItem
GenerationItem
Generation Pilot TestPilot Test Validation StudyValidation Study
11 22 33 44
Create higher order factors
Create factors
Create variables
Create control variables
Develop item pool
Create response format
Conduct expert reviews
Selects small study group samples
Administer instrument to
samples and collect data
Conduct factor and reliability analysis
Refine instrument
Select random sample
Administer instrument to
samples and collect data
Conduct factor and reliability analysis
Conduct concurrent validity analysis
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Factor-Item Structure Relationships
Knowledge Domains
(7)
Knowledge Domains
(7)
Higher OrderedFactors
(7)
Higher OrderedFactors
(7)
ScalesProfessional Foundations
Planning and AnalysisDesign and Development
Implementation and ManagementDigital Media
Technical WritingWeb Development and Administration
ScalesProfessional Foundations
Planning and AnalysisDesign and Development
Implementation and ManagementDigital Media
Technical WritingWeb Development and Administration
11 22 33
Performance Statements (PS), Instructional Systems Design Competencies (ISDC)
CompetencyStatements
(41)
CompetencyStatements
(41)
PerformanceStatements
(242)
PerformanceStatements
(242)
Factors(41)
Factors(41)
Variables(242)
Variables(242)
=
=
=
ISDC(41)
ISDC(41)
Scale Items(443)
Scale Items(443)
=
=
=
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Item Generation
Qualitative ReviewStep 1: Determine statement’s behavioral characteristics Step 2: Determine statement’s unitary valueStep 3: Determine statement’s clarityStep 4: Determine statement’s duality focusStep 5: Determine statement’s functional purposeStep 6: Determine statement’s face validity
Quantitative ReviewStep 7: Determine inter-rater reliability of initial item poolStep 8: Determine statement’s measurement typeStep 9: Determine statement’s skill level
Nine-Step Review Process
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Pilot Studies
•Two sample groups will be pulled to complete pilot studies
•Group 1 will be used to test the skill inventory for reliability and factor structure relationships
•Group 2 will be used to refine the skill inventory for construct validity and to further confirm factor structure relationships
Group Samples
Phase One Instrument Development
• Study 1: 10-20 participants• Study 2: 10-20 participants
Group Samples
Phase One Instrument Development
• Study 1: 10-20 participants• Study 2: 10-20 participants
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Validation Studies
•There are two sample study groups needed to complete validation studies
•Study 3 is to finalize the skill inventory and confirm test-retest reliability
•Study 4 is to establish concurrent and predictive validity
Group Samples
Phase Two Instrument Validation• Study 3: 276-460 participants• Study 4: 75 participants
Group Samples
Phase Two Instrument Validation• Study 3: 276-460 participants• Study 4: 75 participants
All participants who register to participate will be randomly placed in one or more study
groups. Email communication will be sent to you at the start of
study 1 to explain the details and list which group or groups
you have been randomly placed in.
All participants who register to participate will be randomly placed in one or more study
groups. Email communication will be sent to you at the start of
study 1 to explain the details and list which group or groups
you have been randomly placed in.
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Scale Sample Sizes
Scale C PS SI SampleProfessional Foundations 5 26 63 189-315
Planning and Analysis 7 30 59 177-295Design and Development 6 32 58 174-290
Implementation and Management 5 34 56 168-280Digital Media 5 35 63 189-315
Technical Writing 5 30 52 156-260Web Development and
Administration8 55 92 276-460
Total 41 242 443 276-460
C - Competencies, PS - Performance Statements, SI - Scale Items
*International Board of Standards for Training Performance and Instruction (IBSTPI)*National Workforce Center for Emerging Technologies (NWCET)
The sample size of a scale is generally five times the size of a scale (DeVellis, 2003; Netemeyer, Bearden, & Sharma,
2003)
The sample size of a scale is generally five times the size of a scale (DeVellis, 2003; Netemeyer, Bearden, & Sharma,
2003)
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Peer Activity: Using the ISD Performance
InventoryTopics• Reviewer Types• Instructions to Self Raters• Instructions to Third-party
Raters• Peer Activity: How to Use the
ISD Performance Inventory
Topics• Reviewer Types• Instructions to Self Raters• Instructions to Third-party
Raters• Peer Activity: How to Use the
ISD Performance Inventory
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Reviewer Types
•Self Rater– An individual who voluntarily uses the ISD
Performance Inventory to rate themselves to obtain performance feedback
•Third-party Rater– An individual who voluntarily uses the ISD
Performance Inventory to rate another person to provide performance feedback (e.g. peer, teacher, manager, team member, etc.)
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Instructions to Self-Raters
•You will be presented with items for each scale
•Rate the level of professional development you require on each item using the rating scale
•Use the ISD Skill Level Response Format Descriptions to judge your professional development on each item relative to the rating scale
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Instructions to Third-party Raters
•Use the interview rubric to interview your partner
•Rate the level of professional development your partner requires on each item using the rating scale
•Use the ISD Skill Level Response Format Descriptions to judge his or her professional development on each item relative to the rating scale
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Peer Activity• Select a partner and
determine your role (5-mins)
• Third-party rater interviews his or her partner (15-mins)
• Self rater and third-party raters complete the inventory (10-mins)
• Compare and share findings (5-mins)
• Reporting and analytics (5-mins)
How to Use the ISD Performance Inventory
How to Use the ISD Performance Inventory
Performance Statement
Scale Item Rating Scale
Create messages that accommodate learner needs and characteristics, content, and objectives
When designing instruction, write learner centric content that is factual, clear, unambiguous, and tied to relevant supporting visual aids to improve learning and comprehension of subject matter.
1 2 3 4 5
When designing instruction, write instructional objectives that clearly describe a measurable performance.
1 2 3 4 5
When designing instruction, write learner centric content that maps directly to documented instructional objectives.
1 2 3 4 5
Write and edit text to produce messages that are clear, concise, and grammatically correct.
When designing instruction, write learner centric content that is clear, concise, and grammatically correct. 1 2 3 4 5When designing instruction, edit learner centric content that is clear, concise, and grammatically correct. 1 2 3 4 5
Performance Statement
Scale Item Rating Scale
Create messages that accommodate learner needs and characteristics, content, and objectives
When designing instruction, write learner centric content that is factual, clear, unambiguous, and tied to relevant supporting visual aids to improve learning and comprehension of subject matter.
1 2 3 4 5
When designing instruction, write instructional objectives that clearly describe a measurable performance.
1 2 3 4 5
When designing instruction, write learner centric content that maps directly to documented instructional objectives.
1 2 3 4 5
Write and edit text to produce messages that are clear, concise, and grammatically correct.
When designing instruction, write learner centric content that is clear, concise, and grammatically correct. 1 2 3 4 5When designing instruction, edit learner centric content that is clear, concise, and grammatically correct. 1 2 3 4 5
C1: Communicate Effectively in visual and oral form
40-mins40-mins
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Research Participation
Topics• Eligibility Requirements• Participation Benefits• How to Participate
Topics• Eligibility Requirements• Participation Benefits• How to Participate
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Eligibility Requirements• Anyone who falls into one of the
instructional design roles or both and has performed the functions of any of these roles
content developer, eLearning developer, instructional developer, information architect, information developer, programmer, project manager, media designer/specialist, multimedia author/specialist, multimedia developer, training developer, user interface developer, web developer, web media developer, technologist, teachers, students
content developer, eLearning developer, instructional developer, information architect, information developer, programmer, project manager, media designer/specialist, multimedia author/specialist, multimedia developer, training developer, user interface developer, web developer, web media developer, technologist, teachers, students
analyst, course developer, content editor, eLearning specialist, electronic publisher, evaluator, communications, designer, creative writer, document specialist, instructional designer, interaction designer, online publisher, project manager, technical communicator, technical writer, trainer, training designer/specialist, usability designer, user interface designer, web designer, teacher, students
analyst, course developer, content editor, eLearning specialist, electronic publisher, evaluator, communications, designer, creative writer, document specialist, instructional designer, interaction designer, online publisher, project manager, technical communicator, technical writer, trainer, training designer/specialist, usability designer, user interface designer, web designer, teacher, students
Instructional Designer Role
Instructional Developer Role
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Participation Benefits
•When you register and fully participate in the research study you will
– Receive your choice of one online training course to promote professional development toward linking your skills to industry standards
– Contribute to the research and validation of a online for performance assessment tool professional development
– Earn a chance to win either one 30GB video iPod or one of two 4GB iPod Nanos
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
How to Participate
• To participate you must:o Register at the research website, provide your
name, email address, contact number, and some general demographic information
o Acknowledge and give your formal consent to participate by selecting the terms and conditions check box on the registration form
o Finalize your registration by clicking the link in the confirmation email that will be sent to you
http://www.iparesearch.orghttp://www.iparesearch.org
Let’s transform professional development together!Share the link with your colleagues and friends!
http://iparesearch.blogspot.comhttp://iparesearch.blogspot.com
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Transforming Professional DevelopmentTransforming Professional Development© 2007 IPA Research Foundation© 2007 IPA Research Foundation2007 International AECT Conference, 10/27/2007
Questions and Comments?