Challenge 1: Participate in professional development activities.
Criteria for successful completion of this challenge: Evidence demonstrating completion of professional development training –and/or— membership in professional communities or associations. Reflection must address: How professional development opportunities have helped you grow your instructional design skill set (especially with the rapid changes that occur in the instructional design field). Examples: AECT, ISTE, ELearning Guild, Quality Matters, etc.
Artifact
Association for Talent Development Member
Reflection
For the competency, “Participate in professional development activities,” I have selected my recent involvement with the Association for Talent Development (ATD) Cascadia Chapter as an artifact. This involvement not only demonstrates my commitment to professional growth but also reflects my active participation in a community dedicated to advancing instructional design practices.
I was welcomed by Amy Reid, the Director of Member Services at ATD Cascadia, who connected me with DJ, a professional working on a training program called “Fundamentals of Training” that includes an instructional design component. They are in the process of redesigning parts of this program and sought my assistance. This opportunity allows me to collaborate directly with experienced practitioners, contributing my skills while learning from others in the field. Amy also invited me to join the chapter officially and attend the new member orientation in November, which I plan to do to further integrate into the community.
Engaging with ATD Cascadia provides a platform to immerse myself in current instructional design trends and methodologies. As the field rapidly evolves with technological advancements and new learning theories, staying connected with professional organizations is crucial. According to Sugar and Luterbach (2016), active participation in professional communities enhances an instructional designer’s ability to adapt to changes and implement innovative solutions effectively.
Working on the “Fundamentals of Training” program aligns with contemporary instructional design practices, emphasizing learner-centered approaches and the integration of technology. This hands-on experience enables me to apply theoretical knowledge to practical scenarios, reinforcing the competencies required for effective instructional design. Merrill (2002) highlights the importance of real-world problem-solving in instructional design, asserting that authentic tasks enhance learning and skill development.
Moreover, my involvement with ATD Cascadia fosters professional networking, allowing me to connect with peers and mentors who can provide guidance and support. Tracey and Boling (2014) emphasize that mentorship and collaboration within professional communities contribute significantly to an instructional designer’s professional growth and ability to navigate the complexities of the field.
This experience also underscores the importance of adhering to professional standards and ethical considerations in instructional design. By participating in the redesign of an existing program, I must respect the organization’s constraints and contribute responsibly. This mirrors the ethical competencies outlined by the International Board of Standards for Training, Performance and Instruction (IBSTPI), which advocate for integrity and accountability in instructional design practices (IBSTPI, 2012).
In conclusion, my active participation in ATD Cascadia and collaboration on the “Fundamentals of Training” program exemplify my dedication to professional development in instructional design. This engagement not only enhances my current skill set but also prepares me to adapt to the rapid changes occurring in the field. By immersing myself in a professional community, I am better equipped to contribute effectively to the discipline and uphold the standards expected of an instructional designer.
References:
- International Board of Standards for Training, Performance and Instruction (IBSTPI). (2012). Instructional Designer Competencies. IBSTPI.
- Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43-59. https://doi.org/10.1007/BF02505024
- Sugar, W., & Luterbach, K. (2016). Using critical incidents of instructional design and multimedia production activities to investigate instructional designers’ current practices and roles. Educational Technology Research and Development, 64(2), 285-312. https://doi.org/10.1007/s11423-016-9427-0
- Tracey, M. W., & Boling, E. (2014). Preparing instructional designers and educational technologists: Traditional and emerging perspectives. TechTrends, 58(5), 21-29. https://doi.org/10.1007/s11528-014-0787-2