Abstract
This multi-strategy research study aimed to develop an initial formal ontology of competencies needed by instructional design professionals in higher education. The ontology was constructed using a formal ontology design process and then validated by eight expert instructional design professionals in higher education using an online survey. The quantitative responses showed a general agreement with the ontology. Three themes emerged from the qualitative data: an expansion of instructional design competencies, the addition of a diversity, equity, and inclusion competency, and the removal of the programming competency. The findings are discussed, and proposed changes to the ontology are provided.
Published Version
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