| Summary: | 碩士 === 國立臺灣師範大學 === 工業教育學系 === 98 === This study investigated the core competency, professional competency, and management competency of instructional designers in digital content industry. The research subjects were the management personnel and the instructional designers in the digital content industry. In-depth interviews were conducted to understand the current status of the work practice of the instructional designers. This study performed a weighted analysis on relevant competency indicators based on Analytic Hierarchy Process (AHP). The findings are as follows:
1.Core competency indicators: Knowledge indicators from heavy to light weights are in the order as follows: “concept of the developmental trend of digital learning market,” “theoretical foundation of digital learning,” and “knowledge of digital multimedia applications.” Skill indicators from heavy to light weight are in the order as follows: “skill for information collection,” “skill for presentation editing,” and “skill for operation of document software.” Attitude indicators from heavy to light weights are in the order as follows: “work attitude of stress resistance and adjustment,” “work attitude of an appetite for challenge,” and “work attitude of responsibility fulfillment.”
2.Professional competency indicators: Professional knowledge indicators from heavy to light weights are in the order as follows: “knowledge for familiarity with essential evaluation items,” “knowledge for the skill for script writing,” and “knowledge for familiarity with essential evaluation items.” Indicators of professional skill from heavy to light weights are in the order as follows: “ability to execute and amend plans according to the results of formative evaluation,” “ability to conduct a formative evaluation according to the output of various stages of learning objectives,” and “ability to design screen layout.”
3.Management competency indicators from heavy to light weights are in the order as follows: “competence in interpersonal interaction and communication,” “competence in crisis management,” and “competence in management of organizational resources.”
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