Development and validation of the educational technologist competencies survey (ETCS): knowledge, skills, and abilities

Ritzhaupt, Albert D.; Martin, Florence; Pastore, Raymond; Kang, Youngju

doi:10.1007/s12528-017-9163-z

Cited by 35 publications

(21 citation statements)

References 18 publications

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“…Researchers have utilized multiple approaches to identify competencies for instructional designers. These multiple methods include the Delphi method, job announcement analysis, survey-based research, in-depth interviews and a multimethod approach (Irby & Strong, 2015;Kang & Ritzhaupt, 2015;Klein & Kelly, 2018;Ritzhaupt et al, 2010Ritzhaupt et al, , 2018Ritzhaupt & Kumar, 2015;Rozitis, 2017;Sugar et al, 2007;Van Rooij, 2013). These approaches and methodologies provide different toolkits for researchers to examine instructional design professional competencies from different perspectives.…”

Section: Job Announcement Analysis As a Methods To Identify Instructional Design Competenciesmentioning

confidence: 99%

“…Second, on the level of data collection, the job announcement analysis enables researchers to extract a large amount of data within a short amount of time (oftentimes 2-5 months) through web-based databases (e.g. Chronicle of Higher Education, Monster, Indeed, LinkedIn, Career Builder and Glassdoor) or through job databases provided by professional organizations, such as AECT, ASTD and ISPI (Kang & Ritzhaupt, 2015;Rios et al, 2020;Ritzhaupt et al, 2010Ritzhaupt et al, , 2018Ritzhaupt & Kumar, 2015;Ritzhaupt & Martin, 2014). Third, on the level of data application, information obtained from job advertisements were exploratory; as such it complements the limitations of a purely theory-driven framework (Burrus et al, 2013).…”

Section: Job Announcement Analysis As a Methods To Identify Instructional Design Competenciesmentioning

confidence: 99%

“…To understand the up‐to‐date competencies for instructional design professionals, we analysed job announcements in September and October 2019 from three popular job search databases. The final selection was coded according to a set of KSA statements that we implemented from previous research (Kang & Ritzhaupt, 2015; Ritzhaupt et al, 2018). While several taxonomies for mixed‐method research exist, this research employs a mixed‐methods research design involving the application of both qualitative and quantitative procedures on qualitative data sources, often referenced as a mixed model design (Tashakkori, & Teddlie, 1998).…”

Section: Methodsmentioning

confidence: 99%

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Examining competencies for the instructional design professional: An exploratory job announcement analysis

Wang

Chen

Ritzhaupt

et al. 2021

Int J Training Development

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Section: Job Announcement Analysis As a Methods To Identify Instructional Design Competenciesmentioning

confidence: 99%

Section: Job Announcement Analysis As a Methods To Identify Instructional Design Competenciesmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Examining competencies for the instructional design professional: An exploratory job announcement analysis

Wang

Chen

Ritzhaupt

et al. 2021

Int J Training Development

Self Cite

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show abstract

“…Each study area or even a study subject and course has its specifics. At the same time, the competency level definition and estimation are very context-dependent [8]. This leads to a situation when competencies in different study subjects are not suitably aligned, and the list of competencies in the study program becomes very fragmented.…”

Section: Introductionmentioning

confidence: 99%

Hierarchy-Based Competency Structure and Its Application in E-Evaluation

Ramanauskaitė

Slotkienė

2019

Applied Sciences

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The development of information technologies changes the learning process. The amount of publicly available data of e-learning systems allows personalized studies. Therefore, the tutor sometimes is needed for the student’s evaluation and consultation only. To ensure clear evaluation requirements and objective evaluation process, the learning material, as well as the evaluation system, must be discrete and semantically expressed. The list of mastered competencies and skills is more important to the enterprise; therefore, during the last years, the study process has concentrated on competency evaluation too. However, the current practice, when students’ competencies are summarized and expressed as one quantitative metric (score), do not express the list of students’ competencies and their level. To solve the problem, in this paper, we proposed a method for the design of competencies’ tree. The competency tree has to be formatted based on context modeling principles and analysis of Scope-Commonality-Variability. The usage of competency tree for students’ competencies’ evaluation proposes clearly defined and semantically expressed evaluation method for both human and e-learning evaluation process. This paper presents the results of the empirical experiment to adapt the proposed competency tree design and application for competencies’ e-evaluation method, based on flexibility, adaptability, and granularity of learning material.

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“…Several studies have been conducted to identify competencies and roles required of instructional designers in the past several years (e.g., Daniels et al, 2012;Ritzhaupt & Kumar, 2015;Ritzhaupt & Martin, 2014;Ritzhaupt, Martin et al, 2018). Additionally, these research studies have explored how these competencies and roles are being applied across a variety of contexts (e.g.…”

mentioning

confidence: 99%

A Study on the Services Motivating Instructional Designes in Higher Education to Engage in Professional Associations: Implications for Research and Practice

Ritzhaupt¹,

Stefaniak²,

Conklin³

et al. 2020

JAID

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The purpose of this research was to identify the professional association services relevant to instructional design professionals working in institutions of higher education. A conceptual framework connecting professional association services to the existing research on the leadership, career development, and networking of instructional designers in higher education is provided. Based on this conceptual framework and an existing instrument, we provide the design, development, and adjustment of a survey to measure professional association services relevant to instructional designers in higher education; and provide the preliminary validity and reliability evidence of this survey on an administration with N = 217 instructional designers working in higher education. We titled this survey the Instructional Designer in Higher Education Professional Association Survey (IDHEPAS). The cross-sectional data were analyzed using exploratory factor analysis, descriptive statistics, internal consistency reliability, and correlation analyses. The analyses resulted in eight internally consistent factors explaining approximately 71% of the variability in these data: 1) Professional networking services, 2) Growth and advocacy services, 3) Professional communication services, 4) Ancillary discount services, 5) Leadership and mentoring services, 6) Relevant literature services, 7) Training and credentialing services, and 8) Vendor and continuing education services. These findings are discussed in detail, and recommendations for future research and practice are provided. The IDHEPAS was found to be a sound measurement tool for the stated purpose.

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Development and validation of the educational technologist competencies survey (ETCS): knowledge, skills, and abilities

Cited by 35 publications

References 18 publications

Examining competencies for the instructional design professional: An exploratory job announcement analysis

Examining competencies for the instructional design professional: An exploratory job announcement analysis

Hierarchy-Based Competency Structure and Its Application in E-Evaluation

A Study on the Services Motivating Instructional Designes in Higher Education to Engage in Professional Associations: Implications for Research and Practice

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