Table 1Transition record

e-learning architecttoICT trainer

A e-learning architect already meets 40% of what the ICT trainer role asks for. The move turns on 11 required skills not yet in the profile.

From e-learning architect

40%

Overlap1

To ICT trainer

24 Skills carried over

11 Required, not held

60.3 Difficulty2

adjacent 0–30

moderate 30–55

substantial 55–75

career change 75–100

this move, 60.3

This move: 60.3 of 100 · substantial

1 Share of the ICT trainer role’s weighted skill requirement already met by the e-learning architect profile. Required skills count in full, supplementary skills at 0.35. Directional: the figure for the reverse move differs. 2 Combines what is missing with how specialised it is, so a gap of general skills scores easier than the same number of narrow ones.

Table 2

Table 2 · What you already bring

Of the 24 skills that carry over, these are the ones fewest other occupations ask for. A ICT trainer role needs them, and most people applying for one will not have them already. This is the part of a e-learning architect background worth leading with.

Skill the target role also needs Area

already held Absorb (learning management systems) information and communication technologies (icts)
already held Brightspace (learning management systems) information and communication technologies (icts)
already held Canvas (learning management systems) information and communication technologies (icts)
already held Edmodo information and communication technologies (icts)
already held Engrade information and communication technologies (icts)
already held Grovo information and communication technologies (icts)

All 24 carried skills, including the 2 the ICT trainer role treats as required.

Table 3

Table 3 · What you would need to learn

The 21 missing skills fall into 8 areas of the ESCO skill hierarchy, numbered below in the order worth working in: the areas carrying the most required skills come first, and inside each one the required skills sit above the supplementary ones.

Skill to acquire Tier

01 communication, collaboration and creativity 5 required, 4 supplementary

required, not held set up cybersecurity training programmes required
required, not held apply teaching strategies required
required, not held create training materials required
required, not held design web-based courses required
required, not held give live presentation required

optional, not held coach clients optional
optional, not held deliver online training optional
optional, not held develop a coaching style optional
optional, not held use different communication channels optional

02 education 3 required

required, not held technology education required
required, not held pedagogy required
required, not held training subject expertise required

03 information skills 1 required, 1 supplementary

required, not held evaluate training required

optional, not held identify ICT user needs optional

04 management skills 1 required, 1 supplementary

required, not held create SCORM packages required

optional, not held assess students optional

05 information and communication technologies (icts) 1 required

required, not held digital systems required

06 working with computers 2 supplementary

optional, not held perform ICT troubleshooting optional
optional, not held use presentation software optional

2 further areas in the appendix

Table 4

Table 4 · Where to start

The 3 entries a ICT trainer role is least likely to hire without. The ordering is computed from the skill data, not from what pays.

Each entry opens a course search for that skill. Career Overlap earns nothing from these links.

Appendix

Appendix · The rest of the record

All 24 skills that carry over

Skill Type

already held develop digital educational materials skill
already held keep up-to-date with training subjects skill
already held Absorb (learning management systems) knowledge
already held Brightspace (learning management systems) knowledge
already held Canvas (learning management systems) knowledge
already held Edmodo knowledge
already held Engrade knowledge
already held Grovo knowledge
already held LAMS knowledge
already held Litmos knowledge
already held Moodle knowledge
already held Sakai knowledge
already held Schoology knowledge
already held Taleo knowledge
already held WizIQ knowledge
already held assess employees' capability levels skill
already held cognitive psychology knowledge
already held develop learning curriculum skill
already held e-learning knowledge
already held e-learning software infrastructure knowledge
already held identify training needs skill
already held instructional design models knowledge
already held learning management systems knowledge
already held learning technologies knowledge

The 2 learning areas not shown above

Skill to acquire Tier

07 business, administration and law 1 supplementary

optional, not held online moderation techniques optional

08 engineering, manufacturing and construction 1 supplementary

optional, not held emergent technologies optional

10 supplementary skills, helpful but not required

Skill to acquire Tier

optional, not held identify ICT user needs optional
optional, not held online moderation techniques optional
optional, not held assess students optional
optional, not held coach clients optional
optional, not held deliver online training optional
optional, not held develop a coaching style optional
optional, not held emergent technologies optional
optional, not held perform ICT troubleshooting optional
optional, not held use different communication channels optional
optional, not held use presentation software optional

27 held skills the ICT trainer role does not ask for

Skill Type

not needed by the target role CSS knowledge
not needed by the target role ICT project management knowledge
not needed by the target role ICT system programming knowledge
not needed by the target role JSSS knowledge
not needed by the target role LESS knowledge
not needed by the target role Sass knowledge
not needed by the target role advise on teaching methods skill
not needed by the target role analyse the context of an organisation skill
not needed by the target role apply systemic design thinking skill
not needed by the target role augmented reality knowledge
not needed by the target role authoring software knowledge
not needed by the target role conduct content quality assurance skill
not needed by the target role coordinate technological activities skill
not needed by the target role curriculum objectives knowledge
not needed by the target role design information system skill
not needed by the target role develop e-learning plan skill
not needed by the target role digital game genres knowledge
not needed by the target role human-computer interaction knowledge
not needed by the target role identify technological needs skill
not needed by the target role liaise with educational staff skill
not needed by the target role manage staff skill
not needed by the target role monitor system performance skill
not needed by the target role perform project management skill
not needed by the target role provide cost benefit analysis reports skill
not needed by the target role provide training on e-learning skill
not needed by the target role standards for web-based e-learning knowledge
not needed by the target role style sheet languages knowledge

6 gaps that are knowledge rather than practice

Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.

Skill to acquire Tier

required, not held technology education required
required, not held digital systems required
required, not held pedagogy required
required, not held training subject expertise required
optional, not held online moderation techniques optional
optional, not held emergent technologies optional

Index

Other moves recorded from e-learning architect

Full index of moves from e-learning architect

Note

How this record was compiled

Both occupations are taken from ESCO, which lists the skills and knowledge each occupation is expected to have and marks every one required or optional. Nothing here is a prediction about hiring, and nothing here knows that a particular employer wants a particular certificate. Treat Table 3 as a starting point for your own research rather than a syllabus. The full method states what these figures can and cannot tell you.