In reading the material for the last blog in this course, I found the article "Understanding the diverse field of “educational technology” as revealed in Twitter job postings: Encoding/decoding approach. " is very helpful. It is also a good summary for clarify the five disciplines: educational technology, educational design, instructional design, learning design, and instructional systems design. In this article, the encoding and decoding approach is very interesting as well. The table below shows the frequency over the categories of ability and skills used in the professions: experience, preferences, qualifications, requirements, and responsibilities. It is clear that, Learning experience design has the most mutual codes with others. It has common consent in experience with educational design, it also has consensus over requirements with educational technology, instructional design and instructional systems design.
The graph of Hall's Communication Model below shows the relationship among the five discipline and encoding/decoding.
It starts with educational technology, instructional design, and instructional system design, the professions of them are located in the message channel to emphasis technology knowledge. Educational designer is located in the Encoder section of the model. Finally, the learner experience designers can be located to the Decoder section based on the mutual relations with mots of the fields.
In the article "Career Opportunities at the intersection of Learning and Technology" provides us a great resources of where and how to locate a job opportunity in Higher Ed Careers.
There are so many resources that is provided from the articles from this week, or it is not hard to type the key words of Instructional Designer or similar online via Indeed, or LinkedIn to find some job opportunities. However, what is the most important is the knowledge we learned, the skills we mastered, the abilities we gained during the time we spent in the courses and in school.
References:
Basdogan, M., Ozdogan, Z., & Bonk, C. J. (2020). Understanding the diverse field of “educational technology” as revealed in Twitter job postings: Encoding/decoding approach. The Qualitative Report, 25(8), 2044-2066. Available: https://nsuworks.nova.edu/tqr/vol25/iss8/3
Gabrielli, G. K., & Branson, R. K. (2012). Getting a job in business and industry. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed.) (pp. 263-272). Boston, MA: Pearson Education, Inc.
Intentional Futures (2016, April). Instructional design in higher education: A report on the role, workflow, and experience of instructional designers.
Reiser, R. A. (2012). Getting an instructional design position: Lessons from a personal history. In R. A. Reiser & J. V. Dempsey (Eds.), Trends and issues in instructional design and technology (3rd ed.) (pp. 256-262). Boston, MA: Pearson Education, Inc.
Kim, Joshua (2018, June 6). A traditional Ph.D. does not an instructional designer make, Inside Higher Ed, https://www.insidehighered.com/digital-learning/blogs/technology-and-learning/traditional-phd-does-not-instructional-designer-make
Kim, Joshua, (2018, March 8). Career Opportunities at the Intersection of Learning and Technology: A talent shortage?, Joshua Kim, Inside Higher Ed, https://www.insidehighered.com/blogs/technology-and-learning/career-opportunities-intersection-learning-and-technology
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