Summary Report for:
25-9031.01 - 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.
Sample of reported job titles: Chief Technology Officer; Director, Educational Research and Product Strategy; Instructional Designer; Instructional Technologist; IT Senior Analyst (Instructional Technology Senior Analyst); Lead Performance Support Analyst; Learning Development Specialist; Senior Instructional Designer; Team Lead, Teacher Support and Student Intervention
Tasks | Technology Skills | Tools Used | Knowledge | Skills | Abilities | Work Activities | Detailed Work Activities | Work Context | Job Zone | Education | Credentials | Interests | Work Styles | Work Values | Wages & Employment | Job Openings | Additional Information
- 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.
- Develop instruction or training roadmaps for online and blended learning programs.
- Develop measurement tools to evaluate the effectiveness of instruction or training interventions.
- Analyze performance data to determine effectiveness of instructional systems, courses, or instructional materials.
- Adapt instructional content or delivery methods for different levels or types of learners.
- Research and evaluate emerging instructional technologies or methods.
- Recommend instructional methods, such as individual or group instruction, self-study, lectures, demonstrations, simulation exercises, and role-playing, appropriate for content and learner characteristics.
- Edit instructional materials, such as books, simulation exercises, lesson plans, instructor guides, and tests.
- Teach instructors to use instructional technology or to integrate technology with teaching.
- Recommend changes to curricula or delivery methods, based on information such as instructional effectiveness data, current or future performance requirements, feasibility, and costs.
- Provide technical advice on the use of current instructional technologies, including computer-based training, desktop videoconferencing, multimedia, and distance learning technologies.
- Observe and provide feedback on instructional techniques, presentation methods, or instructional aids.
- Develop master course documentation or manuals according to applicable accreditation, certification, or other requirements.
- Provide technical support to clients in the implementation of designed instruction or in task analyses and instructional systems design.
- Analytical or scientific software — SAS
- Computer aided design CAD software — PTC Creo Parametric
- Computer based training software — Blackboard Learn; Moodle; Trivantis CourseMill; Worldwide Instructional Design System WIDS (see all 14 examples)
- Data base user interface and query software — Blackboard ; Microsoft Access
- Desktop publishing software — Adobe Systems Adobe FrameMaker; Adobe Systems Adobe InDesign ; Microsoft Publisher ; Performance Technology Associates DocuTools
- Development environment software — Adobe Systems Adobe ActionScript ; Adobe Systems Adobe AIR
- Document management software — Adobe Systems Adobe Acrobat ; Vasont Content Management System
- Electronic mail software — Email software; Microsoft Outlook
- Enterprise application integration software — Extensible markup language XML
- Graphical user interface development software — Adobe Systems Adobe RoboHelp
- Graphics or photo imaging software — Adobe Systems Adobe Creative Cloud ; Adobe Systems Adobe Photoshop ; Microsoft Visio ; TechSmith Snagit (see all 7 examples)
- Internet browser software — Web browser software
- Medical software — Epic Systems
- Music or sound editing software — Audacity; Sony Sound Forge
- Network conferencing software — Adobe Systems Adobe Connect; Microsoft Office SharePoint Server MOSS; Webinar software
- Object or component oriented development software — Practical extraction and reporting language Perl
- Office suite software — Microsoft Office
- Presentation software — Adobe Systems Adobe Presenter; Microsoft PowerPoint
- Project management software — etouches; Microsoft Project
- Spreadsheet software — Microsoft Excel
- Video creation and editing software — Adobe Systems Adobe AfterEffects ; Apple Final Cut Pro ; Avid Technology Pinnacle Studio; TechSmith Camtasia (see all 6 examples)
- Web page creation and editing software — Adobe Systems Adobe Dreamweaver ; IXL Learning Quia Web; Nvu; SeaMonkey (see all 5 examples)
- Word processing software — Microsoft Word
Hot Technology — a technology requirement frequently included in employer job postings.
- Desktop computers
- Digital camcorders or video cameras — Digital camcorders
- Digital cameras
- Graphics tablets — Digital paper
- Laser printers — Computer laser printers
- Multimedia projectors — Multimedia projection equipment
- Notebook computers — Laptop computers
- Personal computers
- Photocopiers — Photocopying equipment
- Scanners — Computer data input scanners
- Special purpose telephones — Multi-line telephone systems
- 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.
- English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.
- 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.
- 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.
- Telecommunications — Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems.
- 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.
- Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
- Time Management — Managing one's own time and the time of others.
- Service Orientation — Actively looking for ways to help people.
- Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
- Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
- Systems Evaluation — Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.
- Coordination — Adjusting actions in relation to others' actions.
- Management of Personnel Resources — Motivating, developing, and directing people as they work, identifying the best people for the job.
- Persuasion — Persuading others to change their minds or behavior.
- Negotiation — Bringing others together and trying to reconcile differences.
- 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).
- Near Vision — The ability to see details at close range (within a few feet of the observer).
- Speech Clarity — The ability to speak clearly so others can understand you.
- Speech Recognition — The ability to identify and understand the speech of another person.
- Selective Attention — The ability to concentrate on a task over a period of time without being distracted.
- Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
- Flexibility of Closure — The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
- Visualization — The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
- 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.
- Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
- Provide Consultation and Advice to Others — Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
- Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks.
- Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
- Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
- Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
- Communicating with Persons Outside Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
- Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
- Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
- Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
- Evaluating Information to Determine Compliance with Standards — Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
- Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
- Judging the Qualities of Things, Services, or People — Assessing the value, importance, or quality of things or people.
- Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
- Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
- Monitor Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
- Estimating the Quantifiable Characteristics of Products, Events, or Information — Estimating sizes, distances, and quantities; or determining time, costs, resources, or materials needed to perform a work activity.
- Monitoring and Controlling Resources — Monitoring and controlling resources and overseeing the spending of money.
- Performing Administrative Activities — Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
Detailed Work Activities
- Advise educators on curricula, instructional methods, or policies.
- Develop instructional objectives.
- Create technology-based learning materials.
- Assess educational needs of students.
- Develop instructional materials.
- Evaluate effectiveness of educational programs.
- Modify teaching methods or materials to accommodate student needs.
- Research topics in area of expertise.
- Edit documents.
- Teach others to use technology or equipment.
- Evaluate performance of educational staff.
- Electronic Mail — 100% responded “Every day.”
- Spend Time Sitting — 65% responded “Continually or almost continually.”
- Telephone — 61% responded “Every day.”
- Work With Work Group or Team — 57% responded “Extremely important.”
- Duration of Typical Work Week — 70% responded “More than 40 hours.”
- Structured versus Unstructured Work — 52% responded “Some freedom.”
- Face-to-Face Discussions — 52% responded “Every day.”
- Freedom to Make Decisions — 50% responded “A lot of freedom.”
- Time Pressure — 57% responded “Once a week or more but not every day.”
- Indoors, Environmentally Controlled — 74% responded “Every day.”
- Coordinate or Lead Others — 41% responded “Extremely important.”
- Contact With Others — 48% responded “Contact with others most of the time.”
- Importance of Being Exact or Accurate — 39% responded “Important.”
- Impact of Decisions on Co-workers or Company Results — 41% responded “Important results.”
- Frequency of Decision Making — 32% responded “Every day.”
- Letters and Memos — 39% responded “Once a month or more but not every week.”
- Spend Time Making Repetitive Motions — 45% responded “About half the time.”
- Importance of Repeating Same Tasks — 43% responded “Important.”
- Level of Competition — 43% responded “Highly competitive.”
- Responsibility for Outcomes and Results — 35% responded “Moderate responsibility.”
- Frequency of Conflict Situations — 43% responded “Once a month or more but not every week.”
|Title||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).|
|Related 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.|
|Job 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.|
|Job Zone Examples||These occupations often involve coordinating, training, supervising, or managing the activities of others to accomplish goals. Very advanced communication and organizational skills are required. Examples include librarians, lawyers, astronomers, biologists, clergy, surgeons, and veterinarians.|
|SVP Range||(8.0 and above)|
Interest code: ES
- 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.
- Investigative — Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally.
- 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.
- Persistence — Job requires persistence in the face of obstacles.
- Stress Tolerance — Job requires accepting criticism and dealing calmly and effectively with high stress situations.
- Self Control — Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
- Leadership — Job requires a willingness to lead, take charge, and offer opinions and direction.
- Concern for Others — Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
- Social Orientation — Job requires preferring to work with others rather than alone, and being personally connected with others on the job.
- Achievement — Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement.
- Independence — Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.
- Working Conditions — Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions.
Wages & Employment Trends
Median wages data collected from Instructional Coordinators.
Employment data collected from Instructional Coordinators.
Industry data collected from Instructional Coordinators.
|Median wages (2015)||$29.94 hourly, $62,270 annual|
|Employment (2014)||151,000 employees|
|Projected growth (2014-2024)||Average (5% to 8%)|
|Projected job openings (2014-2024)||25,100|
|Top industries (2014)|
Source: Bureau of Labor Statistics 2015 wage data and 2014-2024 employment projections . "Projected growth" represents the estimated change in total employment over the projections period (2014-2024). "Projected job openings" represent openings due to growth and replacement.
Job Openings on the Web
Sources of Additional Information
Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non-DOL Internet sites are provided for your convenience and do not constitute an endorsement.
- Instructional coordinators . Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook, 2016-17 Edition.