1. First Results, Questions and Recommendations
Job Profiles
First Results, Questions and Recommendations
11/01/2019
Bernard Blandin

2. Summary The Methodology First results of the survey
Draft recommendations
11/01/2019
Bernard Blandin

3. 1
The Methodology
11/01/2019
Bernard Blandin

4. Our Approach
Job Profiles are context dependent insofar they are made of different combination of activities and of elementary tasks
The only level which is stable across organisations is the task level, which requires a definite set of competences more or less independent of the organisation
11/01/2019
Bernard Blandin

5. Relations between concepts
Process description
Job description
Task 1
Competence 1
Competence 2
Competence 3
Activity 1
Activity 2
Activity 3 } {
Job
Task 2
Competence 2
Competence 4
Competence 5
11/01/2019
Bernard Blandin

6. Structure of the grid 1 2 Process description Job description
Activities
Tasks
Job 1
Job 2
Job 3
Job 4
Activity 1
Task 1.1 1 2
Task 1.2
Task 1.3
Activity 2
Task 2.1
Task 2.2
Task 2.3
Task 2.4
Task 2.5
11/01/2019
Bernard Blandin

7. The Training Process Design Prescription Implementation
System design
Instruction design
Product design
Prescription
Training needs analysis,
Prior Learning Assessment
Implementation
Training delivery
Evaluation of training / certification.
11/01/2019
Bernard Blandin

8. The jobs surveyed Instruction Designer Subject Matter Expert Teacher
Trainer
Tutor
Coach
Mentor
Expert
11/01/2019
Bernard Blandin

9. The four « Worlds » of ODL
Small numbers
Big numbers
Products
Services
Correspondence Course
Online Learning
Resource Centre
Virtual Campus
Classroom
Virtual Classroom
Broadcast Course
Teletutoring
Virtual Commmunities
Local Service
Global Service
Industry
« Arts and Crafts »
11/01/2019
Bernard Blandin

10. Correspondence Course
The Trainers Profiles
Small numbers
Big numbers
Products
Services
Correspondence Course
Online Learning
Resource Centre
Virtual Campus
Classroom
Virtual Classroom
Broadcast Course
Teletutoring
Virtual Commmunities
Coach
Tutor / Expert
Trainer / Teacher
11/01/2019
Bernard Blandin

11. The Designers Profiles
Small numbers
Big numbers
Products
Services
Correspondence Course
Online Learning
Resource Centre
Virtual Campus
Classroom
Virtual Classroom
Broadcast Course
Teletutoring
Virtual Commmunities
Systems Designers
Support Tools Designer
Subject Matter Expert / Material Designer
Instruction Designer
11/01/2019
Bernard Blandin

12. First results of the survey2
First results of the survey
11/01/2019
Bernard Blandin

13. The Cases Studies AUTOFOD SIEMENS PROFISSS FADOL Instruction Designer
AUTOFOD
SIEMENS
PROFISSS
FADOL
Instruction Designer X
Subject Matter Expert
Teacher
Trainer
Tutor
Coach
Mentor
Expert
11/01/2019
Bernard Blandin

14. The Expert
The name “Expert” seems to be understood in different ways, since for each case, the expert participates in different but limited range of activities:
Instruction Design and System Design for PROFISS and FADOL
Training Needs Analysis for SIEMENS
Teaching and Training Delivery for AUTOFOD
11/01/2019
Bernard Blandin

15. The Trainer (1)
The range of activities in which the “Trainer” is involved is important: for two cases, all activities are part of the trainer’s job! This certainly means that “Trainers” is rather a generic term.
Two main ranges of activities:
Teaching & Training Delivery
InstructionDesign and Material Design
11/01/2019
Bernard Blandin

16. The Trainer (2) Cores tasks in which the Trainer is involved:
Delivery of verbal content (teaching)
Provision of support to learner concerning
Learning Methodology
Content
Fostering learner’s motivation and self-study readiness
Fostering group communication and collaborative work
Facilitating learning and transfer
11/01/2019
Bernard Blandin

17. The Instruction Designer
Emphasis is put in the Instruction Designers’ job on the Material Design phase.
The tasks appearing as the core of his/her job are the following:
Analysis of course syllabus
Choice of learning methodologies
Planning the learning process
Planning the evaluation process
Breaking down the course into learning situations
Sketching and validating scenarios for the material
11/01/2019
Bernard Blandin

18. The Tutor
This job clearly appears as related to distance Teaching and Training Delivery
The tasks achieved by the Tutor are the following:
Distance support to the learner concerning:
Learning Methodology
Learning Content
Technological matters
Distance fostering of:
Self-Study readiness
Group communication and collaborative work
Distance facilitating of learning and transfer
Distance monitoring of learner’s progress
11/01/2019
Bernard Blandin

19. The Subject Matter Expert
This profile seems to be rather complementary to the Instruction Designer: whereas the Instruction Designer activity seems to focus on the “structure”, on the formal aspects of the design, the Subject Matter Expert activity concentrates on the learning content
11/01/2019
Bernard Blandin

20. The Coach
At the opposite of the Tutor which supports the learner at distance, the Coach appears to perform in on-the-job learning situations. One difference between the Coach and Tutors or Trainers seems to be that his/her activity is focussed on the content, or at least on the cognitive field: he/she does not seem to play a part in the “conative” aspects (fostering motivation, transfer…)
11/01/2019
Bernard Blandin

21. Provisional Conclusions (1)
The names do not mean the same thing for everybody.
The “Trainer” is still the core “character” on the scene, and ideally, he/she is vested with all the roles which are now developing
11/01/2019
Bernard Blandin

22. Provisional Conclusions (2)
New roles are emerging, requiring more dedicated skills
In Design activities
In Mediation activities
Beyond these new roles, the more traditional roles are transformed
11/01/2019
Bernard Blandin

23. How things evolve Design Mediation Knowledge Learner Trainer
11/01/2019
Bernard Blandin

24. Draft Recommendations3
Draft Recommendations
11/01/2019
Bernard Blandin

25. 1
Names do not mean the same thing for everybody, and the activities behind are context-dependant. So, before stabilising titles, further investigation is required, using a similar approach which allows to capture and understand the diversity
11/01/2019
Bernard Blandin

26. 2
New Job Profiles are clearly emerging, stemming from the evolutions of the Trainers’ job towards two directions, Design of Learning Systems, and Mediation. Nevertheless, a larger survey is needed to determine the core tasks performed in each field, and the various profiles
11/01/2019
Bernard Blandin

27. 3
ICT and its uses are becoming part of all profiles, but the competences required by each profile do not seem to be similar. This means that, if there should be a common basic level of mastery, specialisation is also required for at least each of the two domains: Design of Learning Systems, and Mediation
11/01/2019
Bernard Blandin

28. 4
In any case, preparing the specialisation or supporting the evolution of actual Trainer’s role as a paradigm of all future roles requires the development of Training the Trainers courses in all countries. There is here an opportunity for a dedicated Action Plan within the Commission eLearning Initiative
11/01/2019
Bernard Blandin