It is difficult to define a clear set of competencies for an e-learning practitioner as the role theses practitioners have different meanings dependant on contexts, seniority, responsibilities and roles. For example a practitioner in formal education will need a different skill set to a practitioner in the corporate world. An e-learning instructional designer will have a very different role in comparison to an e-learning advisor or project manager. Each role and setting needs its own set of competencies; this is highlighted by the various frameworks that have been developed to support an individual’s progression into and around this field of work.
Examples of the different associations that have developed these frameworks are; The Learning Skills Network (LSN), Association of Learning Technology (ALT), Department of Education and training in Queensland Australia, The Institute of IT training and the European Institute for e-Learning (ElfEL). Each association has a slightly different take on what practitioners need to demonstrate to become an e-learning practitioner.
In the broadest terms the e-learning practitioner must have knowledge of learning technology, and they must have knowledge of pedagogical principles. They should also be able to demonstrate their active involvement with learning technology and be able to identify where and when to use it to support learning.
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