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Knowledge, skill, and ability statements as core competencies in educational technology. (Reproduced with permission from Ritzhaupt and Martin 2014)
Source publication
The purpose of this research was to identify the competencies of educational technologists by surveying the professionals within the field. The Educational Technology Competency Survey (ETCS) developed in this research was based on a conceptual framework that emphases the definition of educational technology and associated knowledge, skill, and abi...
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Citations
... There are many competencies cited in literature for IDs to have in practice. When ranked, evaluation as a general term is one of the more mentioned, standard competencies (Ritzhaupt et al., 2018;Sugar et al., 2011). A hurdle with researching competencies is that studies often do not delineate evaluation and other competencies or separate evaluation by formative, summative, and confirmative. ...
... As an example, within the Rabel and Stefaniak (2018) article, evaluation is grouped with implementation. In Ritzhaupt et al. (2018), project management and providing feedback are grouped as a highly ranked competency. Employers expect designers to have certain core ID competencies when they begin a position in an organization, and they do not believe they should need to train the IDs in core competencies (Rabel & Stefaniak, 2018). ...
... In future studies, there is a need to dive more into the project management aspects of the study. Project management is cited as one of the top competencies for designers (Ritzhaupt et al., 2018), and it would be valuable to seek how higher education programs are helping designers develop these skills. If the designers are not getting these skills as a part of their programs, then organizations may need to take on providing the skills as a part of their professional development plans for designers. ...
Instructional designers perform informal formative evaluation in design practice. An evaluation may be used to locate errors in alignment of instructional objectives or to increase the quality or effectiveness of a design. An instructional design review is similar to peer reviews in higher education which are often structured, and tools are provided to contribute to the review. A study was performed to identify the support structures and tools that contribute to building a community of feedback within the practice of instructional design reviews. Six instructional designers and design managers were interviewed to gather the processes they use in design reviews and to understand their perceptions of the practice. There was an alignment between manager support and an environment that promotes a supportive review. The designers described a “culture of feedback” when there was structure and there were supports provided for reviews.
... Developing competencies in content pedagogy, such as capabilities in designing project-based learning materials, can help early career IDT professionals to be able to incorporate instructional strategies that are authentic and student-centered in their designs (Mettas & Constantinou, 2007;Rubiah, 2020). Abilities in areas of "initiative and focus" and "leadership and ethical judgment" have also been prioritized by Ritzhaupt et al. (2018). ...
... Time management and following through with tasks were professional work habits the interns felt that they refined during the internship. Indeed, professional skills such as communication, problem-solving, interpersonal skills, customer service, and resolution skills are pertinent to the typical activities of an IDT professional (Ritzhaupt et al., 2018). The weekly meetings with the IDT faculty member provided mentorship as well as accountability to ensure that the interns were progressing toward their project goals. ...
Authentic learning experiences such as internships can enhance employability and support the development of interpersonal skills. Arranging internships can be challenging for instructional design and technology (IDT) education programs, involving a need for collaboration with others across disciplinary areas to connect students with real-world instructional design needs and project ideas. This paper offers a design case of a partnership of investigators from multiple disciplines at a large, urban, public university in the southwestern United States that was leveraged to create summer internships for IDT students. Interviews were conducted with participating students six months following the program. There were noted impacts of the internship on their identities as novice IDT professionals, with certain components of the internship structure more directly shaping their IDT skills for working on transdisciplinary team projects.
... Meanwhile, a rich body of literature exploring ID professional competencies has accumulated, providing important guidance for researchers and practitioners. Researchers have utilized various methods to examine ID competencies, including job announcement analysis (Kang & Ritzhaupt, 2015;Wakefield et al., 2012;Wang et al., 2021), survey methods (Ritzhaupt et al., 2018;Sugar et al., 2007), the Delphi technique (Irby & Strong, 2015;Rozitis, 2017), and multimethod approaches (Klein & Kelly, 2018). Among these methods, job announcement analysis is considered a powerful way to explore current, relevant, and necessary competencies because analysis of job announcement analysis allows large amounts of data to be collected within a short period of time, which can reveal immediate job market expectations for candidates (Wang et al., 2021). ...
... To explore the core competencies of learning experience designers, we collected job postings with position titles related to LXD from September to December 2021 on two of the most popular job search databases: Indeed and LinkedIn. We then coded these job posts using a coding scheme adapted from previous research on instructional design, and more broadly, educational technology professionals (Kang & Ritzhaupt, 2015;Ritzhaupt et al., 2018;Wang et al., 2021). We also performed thematic analysis (Vaismoradi et al., 2013) on any identified knowledge, skills, or abilities (KSA) that fell outside the scope of the adapted coding scheme, which was important for identifying unique or additional competencies related to LXD. ...
... Our coding process followed a systematic procedure. For coder calibration, three trained researchers coded a set of 20 randomly selected job posts using the coding scheme that had been adapted from previous research (Kang & Ritzhaupt, 2015;Ritzhaupt et al., 2018;Wang et al., 2021) and then iteratively compared results. The coding scheme was then updated based on observations made during calibration coding and subsequent discussions. ...
The purpose of this study was to explore the competencies of those professionals working in the nascent area of Learning Experience Design (LXD). Following systematic procedures and inspiration from our conceptual framework of LXD that emphasizes knowledge, skill, and ability statements (KSA), we collected and coded N = 388 unique LXD job announcements over a four-month period. Using LXD job announcements as the unit of analysis, this research used a concurrent mixed-methods approach first to qualitatively code LXD job announcements on the presence or absence of a range KSA statements and then used Exploratory Factor Analysis (EFA) for dichotomously scored data to discern the core competencies required among LXD professionals. Our processes resulted in a total of 69 knowledge statements, 38 skills statements, and 72 ability statements. Our findings unveil core competencies across the KSA domains such as knowledge of multimedia production technologies and software, emerging technology design and development skills, and the ability to apply human-centered design to create learning products and experiences. We discuss our findings in relation to the more established domain of instructional design (ID) and present potentially unique facets of LXD in this regard. Limitations and delimitations are provided along with closing remarks.
... In a more recent investigation, Ritzhaupt, Martin, Pastore, and Kang (2018) focused on surveying professionals in the field to identify competencies for educational technologists. The results of this investigation led to the design and validation of the educational technologist competencies survey (ETCS). ...
... Last, participants had to complete Likert scale questions about their knowledge and abilities as instructional designers. This portion of the survey was adapted from the validated Educational Technologist Competencies Survey (ETCS) created by Ritzhaupt et al. (2018). This section of the survey is focused on ten competencies of the ETCS Knowledge domain (Ritzhaupt et al., 2018). ...
... This portion of the survey was adapted from the validated Educational Technologist Competencies Survey (ETCS) created by Ritzhaupt et al. (2018). This section of the survey is focused on ten competencies of the ETCS Knowledge domain (Ritzhaupt et al., 2018). These Knowledge domain factors are the following: (a) Learning Theory and human performance technology, (b) assessment, evaluation, and teaching techniques, (c) learning management software and higher education, (d) instructional design, development, and online facilitation,( e) web and interface design, (f) cloud and mobile technologies, (g) content management systems and learning objects, (h) project management, (i) games, simulations, and the flipped classroom, and (j) copyright laws, policies, and procedures in training programs. ...
... A quantitative method was used in this research by using the prepositive sampling technique with a self-administered to distribute the questionnaires to respondents (Cooper & Schindler, 2013). The questionnaire of "Employees' Capacity Building" was cited by Ritzhaupt et al. (2018) which is divided into three sub-sections (1)-Knowledge consists of 4 items, (2) -Skills consists of 6 items and (3)-Ability consists of 5 items. "Employee retention" has 3 items were adopted from (Elsafty & Oraby, 2022). ...
Employee retention is a key success factor for organizations worldwide. Human resource management issues include curriculum development, employee capacity building, and lifelong learning. This manuscript proposes a conceptual framework for defining the relationship among curriculum development, employee capacity building, lifelong learning, career development, career success, and employee retention in the ACLEDA banking sector. Thus, this manuscript aims to determine the possibility of enhancing employee retention for employees in the banking sector in the ACLEDA bank sectors through curriculum development, employee capacity building, lifelong learning, career development, and career success opportunities granted to them by the organization. From this point of view, the service organization’s ability to retain talented employees and the low turnover rate can cause great inconvenience to the organization. The purposive sampling technique applies to collect data for this study. The research design for the current study is quantitative, with 453 participants. Item-Objective Congruence and Cronbach’s Alpha were employed to validate the constructs. Then, Confirmatory Factor Analysis (CFA) was used to verify convenient and discriminant validity and goodness of fit indices. The Structural Equation Modeling (SEM) was carried out to test the relationship among variables. The results of this paper examine the relationship among curriculum development, employee capacity building, lifelong learning, career development, and career success as critical factors affecting employee retention in the banking sector in Cambodia. The results of SEM indicated that curriculum development, employee capacity building, lifelong learning, career development, and career success as critical factors regarding the organization’s ability to retain its employees.
... (Ryan & Deci, 2020) The Knowledge Sharing variable is a reciprocal process in which individuals exchange tacit and explicit knowledge and jointly create new knowledge or solutions. (Lei et al., 2021;Maravilhas & Martins, 2019;van den Hoof & de Ridder, 2004) Meanwhile, the teacher performance variable is teacher competences adopted on the Evaluation of Teaching Competencies Scale (ETCS) (Catano & Harvey, 2011;Ritzhaupt et al., 2018). ...
This study investigates the potential mediating impact of knowledge sharing on the relationship between motivation and teacher performance. A study uses a sample of 53 high school teachers in Bandung to investigate the mediating effect of knowledge sharing on the relationship between motivation and teacher performance. The study incorporated motivation and knowledge sharing as independent variables, while teacher performance was the dependent variable. The research commenced by assessing the credibility and consistency of the measuring tools. Subsequently, the data were examined by applying the Structural Equation Modeling-Partial Least Squares (SEM-PLS) methodology to gain insights into the intermediary function of the research variables. The study revealed that knowledge sharing serves as a mediator between motivation and teacher performance. The findings suggest that teachers' internal drive can positively impact their performance by facilitating the exchange of knowledge. The results suggest that educators possess a substantial intrinsic drive to disseminate information, positively impacting their overall efficacy. It is essential to acknowledge that additional variables that should have been analyzed in the present research could influence teacher development.
... The acceleration of technology-enhanced learning in higher education has induced a corresponding increase in the number of learning designers within the sector (Chen & Carliner, 2021). Although there are different roles and titles employed in higher education, including instructional designers (Caskurlu et al., 2021) and educational technologists (Ritzhaupt et al., 2018), the term learning designers has been prevalently used in the Australian higher education context (Davey et al., 2019;Heggart, 2021). The use of the term learning designers is ideal for this paper because it refocuses learning design through the adoption and use of learning technologies to improve learning and teaching (Heggart, 2021), rather than the more instrumental technology focus of educational technologists. ...
Learning and teaching is no longer the exclusive domain of teaching academics and is increasingly reliant on third-space professionals, in particular learning designers. The sharing of the design of the learning and teaching space is underlined by the increasing collaboration between teaching academics and learning designers. This qualitative study explores how these two key stakeholders understand learning technology, which is critical to shaping the teaching and learning process in contemporary higher education. Foucauldian discourse and power were employed as the theoretical lens to analyse semi-structured interviews with 12 teaching academics and 5 learning designers at a large Australian university. Although learning designers and teaching academics share a mutual interest in improving the learning and teaching process, the findings also revealed five discourses where practice was contested: centralisation, surveillance, institutional homogenisation, responsibility, and efficiency. This article calls for a new focus on the collaborative aspect of the learning design and teaching process that is constantly (re)negotiated between these two main stakeholders.
... Por su parte Jones, Namin & Armstrong (2018) mencionan que las capacidades o aptitudes básicas son indispensables para garantizar los aspectos importantes en los trabajos, en lo que también coinciden Ritzhaupt et al. (2018) cuando comentan que las competencias son importantes cuando las personas buscan empleos que requieren habilidades blandas; Goldberg (2003) Basado en la teoría de la identidad social (SIT) sugiere características personales como la extroversión, amabilidad y responsabilidad son cruciales para el buen desempeño laboral en particular, cuando se interactúa con personas más que con maquinaria o equipo, en este sentido Liao & Lee (2009) explican que los empleados extrovertidos hacen un mejor uso de sus competencias que los empleados con algún tipo de retraimiento, por lo que una disposición extrovertida parece recomendada como crítica para el avance del desempeño; por su parte Bobkova & Kontaurova (2021) enfatizan la importancia de la amabilidad para el beneficio laboral porque genera diversos aspectos benéficos como la empatía y la facilidad de obtener resultados positivos; además Alharthi, Khalifa & Bhaumick (2019) mencionan la importancia de las organizaciones en la búsqueda y mantenimiento de los empleados comprometidos porque las personas que son responsables son las que ayudan al éxito organizacional, lo mismo citan Abasilim, Gberevbie, & Osibanjo (2019) que enfatizan la importancia de los empleados que son responsables. ...
Los estudiantes de nivel universitario requieren un desarrollo integral que involucre diversas áreas cómo son el manejar competencias blandas, dominar el trabajo en equipo, tener capacidad de asimilar errores y trascender. Para ello se requiere que se encuentren apoyados por instructores o maestros que cuenten con una importante vocación y ética docente. El objetivo de esta investigación es encontrar cuáles son las capacidades que apoyan el desarrollo integral de los jóvenes universitarios. Mediante una investigación documental, la determinación de un cuestionario y una prueba piloto se diseñó un instrumento de investigación validado y confiable que permitió investigar a una muestra censal consistente en 137 profesores de la Facultad de comercio y administración de Tampico y los resultados encontraron en los valores beta con un 0.303 de los aspectos personales, 0.084 de los aspectos psicológicos y el 0.227 de la cultura de los docentes influyen positivamente en el desarrollo integral del alumno. Mientras que los aspectos legales tienen una beta negativa de -0.146 lo que parece indicar la ausencia de justicia en la sociedad actual.
... Changes in teaching practice are more likely to occur when faculty become explicitly aware of their own practices, the practices of their colleagues, and through professional development that seeks to raise awareness of ICT's pedagogical possibilities (Hakkola et al. 2021;Kirkwood and Price 2013;Miller 2022;Scherer et al. 2021). To make faculty more aware of the ever-changing knowledge, skills and abilities required of teaching professionals, it is essential for HEIs to offer professional development opportunities for their faculty (Ritzhaupt et al. 2018). In the Japanese HEI context, research conducted during the ongoing pandemic suggested that professional development be scaffolded to increase experienced faculty's awareness of the potential for ICT to better facilitate the online teaching and learning experience (Abe, et al. 2022). ...
For more than 20 years, Japanese HEIs have focused on ICT integration as a means to help students develop twenty-first century skills. However, effective ICT integration is only possible if faculty have an awareness of the possibilities of technology and see the value of a student-centered approach to teaching. This study was conducted to assess the current state of these qualities at a specific Japanese HEI for the purpose of facilitating meaningful professional development. A survey covering ICT usage, barriers to its use, and reasons for ICT integration was distributed to all full-time faculty at this institution. Results showed that ICT integration was superficial and indicative of teacher-centered pedagogy. Another key finding was identifying the perception that ICT is seen as more of a tool to increase teacher productivity than to improve student learning outcomes. Major obstacles to ICT integration were identified as a lack of technical support and a lack of professional development. Results indicate that planning for professional development that will lead to meaningful change in practice requires more than just providing support for how and what faculty can do with ICT. Faculty need to see the value of reclassifying their views regarding their role in higher education.
Supplementary information:
The online version contains supplementary material available at 10.1007/s43545-022-00454-0.
... Common factor 6 was disregarded because the first five common factors can explain all the latent variables. The cumulative variance contribution rate of the first five common factors was 63.589%, which met the requirement of a 50% variance contribution rate proposed by Kaiser (Ritzhaupt et al. 2018). In this way the rationality of the scale was tested. ...
The capabilities (e.g., basic capabilities, professional capabilities, and lean consciousness of workers) and benefits (e.g., time, economy, and quality benefits) of lean construction in some precast building projects are insufficiently coordinated due to the moderating effects of multiple variables. Revealing the relationship among these variables, lean construction capabilities, and lean construction benefits is necessary to solve this problem. Hence, this study identified the three variables of construction complexity, management, and policies from the existing literature and proposed seven hypotheses regarding the relationships among them, lean construction capabilities, and lean construction benefits. On the basis of these hypotheses, a theoretical model of the coupling relationship between lean construction capabilities and benefits for precast buildings under multivariable moderation was established. The theoretical model was tested using 206 valid ones of 292 questionnaires and multiple methods, such as principal component, confirmatory factor, and hierarchical regression analyses. The research results showed the existence of a positive coupling relationship between the capabilities and benefits of lean construction, with a path coefficient of 0.71. Moreover, with higher construction complexity and better management and policies, lean construction benefits have a more significant positive impact on lean construction capabilities. Construction companies should create a benign and sustainable ecology that promotes the mutual transformation of lean construction capabilities and benefits, and workers should be encouraged to participate in construction training with higher complexity to improve their lean construction capabilities. Better management practices and policies, such as flat and specialized organizational structures, flexible and standardized management specifications, lean and information technology, training subsidies, prohibition of subcontracting without qualifications, engineering procurement construction (EPC), and integrated project delivery (IPD), are recommended to ensure the improvement of lean construction capabilities and benefits for prefabricated buildings. The aforementioned research results complement previous studies on the one-way influence of the relationship between construction capabilities and benefits from the perspective of coupling and moderating effects.
