e-learning developertoinstructional designer
A e-learning developer already meets 66% of what the instructional designer role asks for. The move turns on 13 required skills not yet in the profile.
66%
45.9/ 100
1 Share of the instructional designer role’s weighted skill requirement already met by the e-learning developer 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.
Why this move works
A instructional designer role treats 23 of its required skills as things a e-learning developer already does. These are the ones it depends on most.
- apply ICT terminology
- authoring software
- compile content
- conduct content quality assurance
- content development processes
- create SCORM packages
What stands in the way is 13 required skills the profile does not yet cover. Table 3 groups them; Table 4 says which to take first.
Table 2 · What you already bring
Of the 40 skills that carry over, these are the ones fewest other occupations ask for. A instructional designer role needs them, and most people applying for one will not have them already. This is the part of a e-learning developer background worth leading with.
- already held apply ICT terminology communication, collaboration and creativity
- already held standards for web-based e-learning information and communication technologies (icts)
- already held create SCORM packages management skills
- already held instructional design models education
- already held learning management systems business, administration and law
- already held Absorb (learning management systems) information and communication technologies (icts)
All 40 carried skills, including the 23 the instructional designer role treats as required.
Table 3 · What you would need to learn
The 19 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.
- required, not held conduct educational activities required
- required, not held teach writing required
- required, not held apply teaching strategies required
- required, not held proofread text required
- required, not held translate requirements into visual design required
- required, not held use different communication channels required
- optional, not held build business relationships optional
- optional, not held develop creative ideas optional
- optional, not held give live presentation optional
- required, not held translate requirement concepts into content required
- required, not held use scripting programming required
- required, not held apply tools for content development required
- optional, not held perform ICT troubleshooting optional
- required, not held instructional strategies required
- required, not held task algorithmisation required
- required, not held identify customer requirements required
- required, not held cognitive psychology required
2 further areas in the appendix
Table 4 · Where to start
The 3 entries a instructional designer role is least likely to hire without. The ordering is computed from the skill data, not from what pays.
- 01 conduct educational activities skill · sector specific
- 02 instructional strategies knowledge · sector specific
- 03 teach writing skill · sector specific
Each entry opens a course search for that skill. Career Overlap earns nothing from these links.
Appendix · The rest of the record
All 40 skills that carry over
- already held apply ICT terminology skill
- already held authoring software knowledge
- already held compile content skill
- already held conduct content quality assurance skill
- already held content development processes knowledge
- already held create SCORM packages skill
- already held create script for artistic production skill
- already held design web-based courses skill
- already held develop digital content skill
- already held develop digital educational materials skill
- already held identify ICT user needs skill
- already held identify training needs skill
- already held instructional design models knowledge
- already held learning management systems knowledge
- already held manage content development projects skill
- already held manage content metadata skill
- already held provide multimedia content skill
- already held provide written content skill
- already held publishing strategy knowledge
- already held standards for web-based e-learning knowledge
- already held structure information skill
- already held use markup languages skill
- already held web programming knowledge
- already held AJAX knowledge
- 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 JavaScript 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 augmented reality knowledge
- already held keep up-to-date with training subjects skill
The 2 learning areas not shown above
- optional, not held interactive media optional
- optional, not held perform project management optional
6 supplementary skills, helpful but not required
- optional, not held build business relationships optional
- optional, not held develop creative ideas optional
- optional, not held give live presentation optional
- optional, not held interactive media optional
- optional, not held perform ICT troubleshooting optional
- optional, not held perform project management optional
27 held skills the instructional designer role does not ask for
- not needed by the target role Adobe Illustrator knowledge
- not needed by the target role Adobe Photoshop knowledge
- not needed by the target role CSS knowledge
- not needed by the target role GIMP (graphics editor software) knowledge
- not needed by the target role ICT software specifications knowledge
- not needed by the target role JSSS knowledge
- not needed by the target role LESS knowledge
- not needed by the target role Microsoft Visio knowledge
- not needed by the target role PHP knowledge
- not needed by the target role Sass knowledge
- not needed by the target role SketchBook Pro knowledge
- not needed by the target role Synfig knowledge
- not needed by the target role deliver online training skill
- not needed by the target role develop e-learning plan skill
- not needed by the target role develop inclusive communication material skill
- not needed by the target role develop learning curriculum skill
- not needed by the target role e-learning knowledge
- not needed by the target role e-learning software infrastructure knowledge
- not needed by the target role graphics editor software knowledge
- not needed by the target role identify technological needs skill
- not needed by the target role integrate content into output media skill
- not needed by the target role integrate system components skill
- not needed by the target role learning technologies knowledge
- not needed by the target role multimedia systems knowledge
- not needed by the target role optimise choice of ICT solution skill
- not needed by the target role style sheet languages knowledge
- not needed by the target role utilise content types skill
4 gaps that are knowledge rather than practice
Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.
- required, not held instructional strategies required
- required, not held cognitive psychology required
- required, not held task algorithmisation required
- optional, not held interactive media optional
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.