ABSTRACT
For several decades guides were produced that claimed to supply everything you needed to know about producing instructional materials (Lockwood, 1998; Minor & Frye, 1977). The everbroadening range of possibilities for self-production and publication has changed that, though, along with the range of competencies you might expect to see in an IDT job advertisement. For example, imagine the variation in tasks for the following scenarios:
• You are a secondary teacher producing a lesson plan and print handouts for three sections of a biology lab that you will personally facilitate;
• You manage a corporate team of instructional and graphic designers, programmers, and subject matter experts producing an online, multimedia self-paced module on cost estimating for a multicultural audience of petrochemical construction engineers;
• You are designing and coordinating a day-long train-the-trainer workshop on conflict resolution for human resource department managers, to be delivered face to face at three different data centers;
• You have a contract to produce a multi-purpose hands-free job aid for a client’s employees that must be delivered both online and in a physical format.
