I do not see the differences between the duties and responsibilities of the LD and ID. They look very similar which are to design, develop, and assure the quality of instructional materials, inclusive learning environment, and resources that engage learners with meaningful content, and clear, and purposeful activities.
Parchoma et al. (2020) said that both job titles were directed to improve opportunities for learning, pedagogical neutrality, support learner-centeredness in terms of what works for student learning, and include active roles for both teachers and learners.
Personally, the words “learning” would bring better semantics than “Instructional”. The word learning conjures up an image of an engaging experience, meanwhile, the word instructional sounds to instruct others and put the others in a passive position. Carliner et al. (2023) mentioned that the difference in terminology of these two roles could reflect different narratives about the process of designing and developing instructional materials and the underlying worldviews and beliefs that guide that process. Additionally, Parchoma et al. (2020) said that LD has more commitment to learner-centeredness amongst a community of learners than ID which is the more individual-learner-centered approach.
The job description for a Learning Designer at Athabasca University included all the performance statements and competencies that the Athabasca University lThe job description for a Learning Designer at Athabasca University included all the performance statements and competencies that Athabasca University looked for. However, the job description does not level of expected expertise for each competency and performance statement (IBSTPI, n.d.).
The classification factors should follow the classification in the instructional design competencies (IBSTPI, n.d.) e.g., professional foundations, planning and analysis, design and development, evaluation and implementation, and management as the role of an Instructional Designer will be mainly involved in the assessment, design, development, implementation, and evaluation (ADDIE). The competencies in the IBSTPI (n.d.) align with the roles of an ID as mentioned by Power (2023) which include:
Consultant / Advisor
Creator
Champion
Project Manager
Quality Assurance
The responsibilities and classification of the job description are very scattered thus the qualifications do not include all the classification factors. For example: one of the roles and responsibilities is to gather data and analyze them, however, the research, planning, and analysis experience is not included in the qualification.
Yes, I would be ready for this position as I have most of the competency of the job. I have a master's degree in ID and teaching experience in post-secondary since 2016. I have a strong foundation in creating an inclusive learning environment for diverse learners, advanced in developing and using digital learning technology and learning resources, strong knowledge and experience in research and data analysis, and excellent communication and facilitation skills.
Carliner, S., Farhan, L., & Cucinelli, G. (2023). Parallel conversations: Contrasting the narratives of instructional design and learning experience design (PDF). Unpublished manuscript.
ParchomaParchoma, G., Koole, M., Morrison, D., Nelson, D., & Dreaver-Charles, K. (2020). Designing for learning in the Yellow House: A comparison of instructional and learning design origins and practices. Higher Education Research & Development, 39(5), 997–1012. https://doi.org/10.1080/07294360.2019.1704693
International Board of Standards for Training, Performance, and Instruction (IBSTPI). (n.d.). Instructional designer competencies. Retrieved March 30, 2023. https://ibstpi.org/competency-sets-services/instructional-designer-competencies
Power, R. (2023). Chapter 3: ADDIE: A framework for exploring ID. Everyday instructional design: A practical resource for educators and instructional designers. Power Learning Solutions. https://pressbooks.pub/everydayid/chapter/addie-a-framework-for-exploring-id