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Instructional Designers and Technologists

Develop instructional materials and products and assist in the technology-based redesign of courses. Assist faculty in learning about, becoming proficient in, and applying instructional technology.   (O'Net 25-9031.01)

 
Reported job titles:   Certified Performance Technologist, Chief Technology Officer, Director, Educational Research and Product Strategy, Educational Technologist, Human Performance Technologist, Instructional Design Specialist   (view all job titles)
 
  • Career Video
  • Wages
  • Employment Trends
  • Industries of Employment
  • Tasks
  • Knowledge
  • Skills
  • Abilities
  • Work Activities
  • Interests
  • Work Styles
  • License Information
  • Education & Training Requirements
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    Career Video
    related to Instructional Designers and Technologists
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    Wages
    for Instructional Coordinators which includes:
                          - Instructional Designers and Technologists
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     Location Pay
    Period
    2016
    Percentile Wages Average
    Wage
    10% 25% 50%
    Median
    75% 90%
     Vermont Hourly $ 13.19   $ 18.56   $ 26.95   $ 38.74   $ 56.51   $ 30.20  
    Yearly $27,430   $38,590   $56,060   $80,580   $117,540   $62,810  
     
     Burlington-South Burlington, VT Metropolitan NECTA Hourly $ 16.61   $ 18.95   $ 27.79   $ 44.45   $ 56.99   $ 32.00  
    Yearly $34,550   $39,410   $57,810   $92,450   $118,530   $66,560  
     
     Southern Vermont Balance of State Hourly $ 13.41   $ 18.01   $ 28.78   $ 52.78   $ 59.81   $ 33.30  
    Yearly $27,900   $37,450   $59,860   $109,780   $124,410   $69,250  
     
     Northern Vermont Balance of State Hourly $ 10.82   $ 17.64   $ 25.73   $ 31.26   $ 38.54   $ 25.70  
    Yearly $22,500   $36,680   $53,520   $65,020   $80,170   $53,450  
     
    What are Percentile Wages?
    source: Occupational Employment Statistics, Vermont Labor Market Information, U.S. Bureau of Labor Statistics, released April 2017.
     


    Employment Trends
    for Instructional Coordinators which includes:
                                  - Instructional Designers and Technologists
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    Location Employment Annual % change
    (compounded)
    Annual job openings
    (due to growth and
    net replacements)
    2014 2024
    Vermont 528 550 0.4% 7
    source: Employment Projections, Vermont Economic & Labor Market Information, in cooperation with U.S. Bureau of Labor Statistics, statewide estimates released July 2016.
     


    Industries of Employment
    for Instructional Coordinators which includes:
                                - Instructional Designers and Technologists
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    Industry Percent of Total
    2014
    Educational services; state, local, and private 71.8%
    Social assistance 5.5%
    Self-employed workers, all industries 4.9%
    State government, excluding education and hospitals 4.4%
    Local government, excluding education and hospitals 2.9%
    source: Employment Projections, U.S. Bureau of Labor Statistics, National Employment Matrix, released July 2016.
     


    Tasks
    for Instructional Designers and Technologists
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  • Present and make recommendations regarding course design, technology, and instruction delivery options.
     
  • Define instructional, learning, or performance objectives.
     
  • Develop instructional materials and products for technology-based redesign of courses.
     
  • Design learning products, including web-based aids or electronic performance support systems.
     
  • Provide analytical support for the design and development of training curricula, learning strategies, educational policies, or courseware standards.
     
  • Interview subject matter experts or conduct other research to develop instructional content.
     
  • Design instructional aids for stand-alone or instructor-led classroom or online use.
     
  • Conduct needs assessments and strategic learning assessments to develop the basis for curriculum development or to update curricula.
     
  • Assess effectiveness and efficiency of instruction according to ease of instructional technology use and student learning, knowledge transfer, and satisfaction.
     
  • Develop instructional materials, such as lesson plans, handouts, or examinations.
     
    source: Occupational Information Network: Instructional Designers and Technologists  updated July 2013
     


    Knowledge
    for Instructional Designers and Technologists
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  • Education and Training - Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
     
  • Communications and Media - Knowledge of media production, communication, and dissemination techniques and methods. This includes alternative ways to inform and entertain via written, oral, and visual media.
     
  • Computers and Electronics - Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
     
  • Customer and Personal Service - Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
     
  • Design - Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models.
     
  • English Language - Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
     
  • Psychology - Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
     
  • Administration and Management - Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources.
     
  • Clerical - Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology.
     
  • Engineering and Technology - Knowledge of the practical application of engineering science and technology. This includes applying principles, techniques, procedures, and equipment to the design and production of various goods and services.
     
    source: Occupational Information Network: Instructional Designers and Technologists  updated July 2013
     


    Skills
    for Instructional Designers and Technologists
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  • Reading Comprehension - Understanding written sentences and paragraphs in work related documents.
     
  • Instructing - Teaching others how to do something.
     
  • Learning Strategies - Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
     
  • Writing - Communicating effectively in writing as appropriate for the needs of the audience.
     
  • Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.
     
  • Active Listening - Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
     
  • Judgment and Decision Making - Considering the relative costs and benefits of potential actions to choose the most appropriate one.
     
  • Monitoring - Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
     
  • Speaking - Talking to others to convey information effectively.
     
  • Active Learning - Understanding the implications of new information for both current and future problem-solving and decision-making.
     
    source: Occupational Information Network: Instructional Designers and Technologists  updated July 2013
     


    Abilities
    for Instructional Designers and Technologists
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  • Written Comprehension - The ability to read and understand information and ideas presented in writing.
     
  • Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences.
     
  • Oral Expression - The ability to communicate information and ideas in speaking so others will understand.
     
  • Written Expression - The ability to communicate information and ideas in writing so others will understand.
     
  • Fluency of Ideas - The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
     
  • Originality - The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
     
  • Inductive Reasoning - The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
     
  • Problem Sensitivity - The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem.
     
  • Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense.
     
  • Information Ordering - The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
     
    source: Occupational Information Network: Instructional Designers and Technologists  updated July 2013
     


    Work Activities
    for Instructional Designers and Technologists
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  • Interacting With Computers - Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
     
  • Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
     
  • Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources.
     
  • Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
     
  • Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems.
     
  • Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
     
  • Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job.
     
  • Interpreting the Meaning of Information for Others - Translating or explaining what information means and how it can be used.
     
  • Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to prioritize, organize, and accomplish your work.
     
  • Developing Objectives and Strategies - Establishing long-range objectives and specifying the strategies and actions to achieve them.
     
    source: Occupational Information Network: Instructional Designers and Technologists  updated July 2013
     


    Interests
    for Instructional Designers and Technologists
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  • Enterprising - Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business.
     
  • Social - Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
     
  • Artistic - Artistic occupations frequently involve working with forms, designs and patterns. They often require self-expression and the work can be done without following a clear set of rules.
     
    source: Occupational Information Network: Instructional Designers and Technologists  updated July 2013
     


    Work Styles
    for Instructional Designers and Technologists
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  • Attention to Detail - Job requires being careful about detail and thorough in completing work tasks.
     
  • Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations.
     
  • Initiative - Job requires a willingness to take on responsibilities and challenges.
     
  • Analytical Thinking - Job requires analyzing information and using logic to address work-related issues and problems.
     
  • Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
     
  • Innovation - Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems.
     
  • Integrity - Job requires being honest and ethical.
     
  • Independence - Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done.
     
  • Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace.
     
  • Achievement/Effort - Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
     
    source: Occupational Information Network: Instructional Designers and Technologists  updated July 2013
     


    State of Vermont License Information
    that may be required for Instructional Designers and Technologists
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    No state licenses listed for this occupation.
     


    Education and Training Requirements
    for Instructional Designers and Technologists
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  • Job Zone Five: Extensive Preparation Needed
  •  
  • Education: Most of these occupations require graduate school. For example, they may require a master's degree, and some require a Ph.D., M.D., or J.D. (law degree).
  •  
  • Training: Employees may need some on-the-job training, but most of these occupations assume that the person will already have the required skills, knowledge, work-related experience, and/or training.
  •  
  • Experience: Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job.
  •  
    source: Occupational Information Network: Instructional Designers and Technologists  updated July 2013
     


    Schools
    offering instructional programs related to Instructional Designers and Technologists
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      Related Instructional Programs
     
    • Curriculum and Instruction.
     
    • Educational/Instructional Technology.
     
     Search for schools offering these programs at
     
     
     
    source: National Center for Education Statistics 2000 Classification of Instructional Programs .
     


    Other Resources
    for Instructional Designers and Technologists
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  • Labor Exchange Information
  • A source for occupational characteristics, such as age, gender, race, and years of education and an alternative source for occupational wage rates. Limited to people looking for jobs and the jobs advertised through VDOL Vermont Job Link.
  • Look for statewide information over the latest 12 months for Instructional Coordinators.
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  • Occupational Outlook Handbook
  • The Occupational Outlook Handbook is a nationally recognized source of career information, designed to provide valuable assistance to individuals making decisions about their future work lives. Revised every two years, the Handbook describes what workers do on the job, working conditions, the training and education needed, earnings, and expected job prospects in a wide range of occupations.
    Go to Occupational Outlook Handbook
    Handbook occupations related to Instructional Designers and Technologists :
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    Related Occupations
    Occupations with skill requirements similar to Instructional Designers and Technologists
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    No related occupations information for this occupation.
     

     
     
     
    Vermont.gov State of Vermont Department of Labor