Competencies of a methodologist and methodologist

Contents:

• "I don't understand who I am - a methodologist or a methodologist"
• What competencies are in short supply among methodologists
• How marketing and the product approach trap methodologists
• Which competencies of methodologists are truly universal
• Can terminology also become universal?

Different fields of education and training place different demands on methodologists: they vary across universities, EdTech, and the corporate sector. The question arises as to whether such differences are the norm or whether universal competencies are necessary for all methodologists. This topic was discussed at the session "What real competencies do methodologists and L&D specialists need, and why EdTech and infobusiness graduates are not suitable today," held on April 30 as part of the IX Moscow International Education Fair (MIEF-2022). A video recording of the discussion is available in the official MIEF community on VKontakte. The discussion of current competencies in education highlights the importance of adapting professional skills to the requirements of different sectors.

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• why it is time to finally agree on who is a methodologist and who is a methodologist, and how this relates to skills;
• what competencies are in short supply among methodologists;
• what trap does the passion for marketing and the product approach lead methodologists into;
• which competencies are truly universal.

"I myself don’t understand who I am - a methodologist or a methodologist"

Traditionally, discussions regarding the tasks, skills, and qualifications of methodologists begin with the question of who exactly we are talking about. The MMSO session was no exception, and before moving on to specific competencies, the speakers focused on who exactly should possess these skills—a methodologist, a methodologist, or an instructional designer. It's important to clearly define the roles and responsibilities of these specialists, which will allow for a more effective approach to developing educational programs and improving the quality of learning.

It's time to stop looking for the truth in titles.

In educational institutions, each position performs its own unique functions. Unifying terms and responsibilities is impractical, as methodologists, methodologists, and instructional designers differ in their activities. The key is the functionality of each role. All these specialists are undoubtedly instructional designers, as their primary task is to develop and implement educational programs. This is what Mikhail Osipov, an educational methodologist, teacher, and author of the "Online Learning Laboratory" Telegram channel, says. Understanding these differences is important for the effective functioning of the educational process.

Some specialists in the field of education and design of emotional Experience has led some to use a new term to describe their profession. For example, Artem Pichugin, the author of a methodology and a consultant specializing in creative concepts, calls himself an educational creative. This approach reflects current trends in education, where creativity and innovation play a key role in developing effective educational strategies.

In different fields, people often use different terms to describe their roles, seeking clarity. One pressing issue is the distinction between a methodologist and a methodologist. I sometimes get lost in these definitions and don't always understand which category I belong to—a methodologist or a methodologist. In my view, a methodologist is a professional capable of developing a unique methodology for a specific company and elaborating on the fundamental principles of work. A methodologist, on the other hand, is responsible for the practical application of these methods within a specific program. It is important to note that the definitions of methodologist and methodologist may vary depending on the field of activity, and this distinction must be clearly understood.

Experts reached a consensus on the classic definitions proposed by Marina Vaindorf-Sysoeva, Doctor of Pedagogical Sciences and Professor in the Department of Technology and Professional Training at Moscow State Pedagogical University. A methodologist is a practitioner with a basic understanding of methodological literacy and the ability to train teachers to create their own educational products. A methodologist, on the other hand, is a theorist who understands the patterns of educational processes and is able to develop educational concepts. These definitions emphasize the important role of both practical and theoretical components in the educational sphere, ensuring high-quality learning and innovative approaches to teaching.

The speaker emphasizes that the word "methodologist" can be perceived negatively, as it is associated with outdated concepts and practices. This concept evokes a feeling of distance from modern approaches to education and training. Perhaps it's worth rethinking the use of this term and considering more relevant and understandable words that better reflect the essence of work in education.

It's important to achieve a common understanding of terms such as "methodologist," "methodologist," and "designer," the expert notes. A consistent definition of these professions is necessary to clearly define their functions and skills. Each job title not only reflects the specialist's role but also implies specific responsibilities and competencies. Without a clear understanding of these terms, confusion can arise, negatively impacting interaction and teamwork effectiveness. Therefore, agreeing on terminology is an important step for enhancing professional communication and improving results.

A methodologist does not always possess the skills characteristic of a methodologist, which is the first pitfall. This is due to the conceptual apparatus that has been developing over many years, and currently there is a problem with its understanding and application, as Marina Vaindorf-Sysoeva noted. It's important to understand the differences between these roles, as this impacts the quality of the educational process and the development of teaching materials.

Varvara Egorova, the discussion moderator, emphasized the importance of understanding the basics. She gave a clear example: "A cup is intended for drinking and has a handle. However, it can be different: half-liter, coffee-sized, with gnomes on it, or in an unusual shape." We can all be like cups, but at the same time we remain unique - some of us are suitable for coffee, and some for tea with gnomes."

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It is useful for methodologists to be “dummies” in their field: discussion of the current Professions

In today's world, methodologists play a key role in the educational system. Understanding the fundamentals of various fields of knowledge helps them work more effectively with students and colleagues. A passion for innovation and a willingness to learn are essential qualities for a methodologist who wants to remain competitive in the labor market.

Being a "newbie" in certain fields means being open to new ideas and technologies. This allows methodologists to adapt to changes and implement innovative approaches to teaching. This approach not only enriches their professional skills but also contributes to a more dynamic educational environment.

Furthermore, methodologists with a broad outlook can more easily find a common language with different categories of students. This significantly improves the quality of education and helps create a more inclusive atmosphere in educational institutions.

Thus, the desire of methodologists to be "newbies" opens up new horizons and contributes to their professional growth. Investing in self-development and learning new skills are becoming important tools for achieving success in this trendy profession.

What competencies are in short supply among methodologists?

Discussing universal competencies, the experts began with an analysis of the deficiencies most often experienced by methodologists and methodologists. This approach allows for a clearer definition of the key skills and knowledge necessary for successful work in this field. Understanding competency gaps helps formulate more effective training and development strategies, which in turn enhances the quality of the educational process and improves outcomes.

Despite the widespread availability of courses offering rapid professional development, the process of immersion in a specialty can take years. Long-term preparation is key to developing the necessary skills, exposure, and experience that are critical for success in a chosen field. High-quality teaching requires time to develop a deep understanding and confidence in one's actions, which ultimately leads to professional growth and a successful career.

A methodologist must possess a deep understanding and sensitivity to the educational environment. This skill is relevant regardless of the workplace and the subject for which the program is being developed. However, not all specialists possess this skill, as Weindorf-Sysoeva noted. It is important to develop this ability to create effective educational programs that meet the needs of students and the requirements of modern education.

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Visual acuity is an important skill that allows you to develop aesthetic perception and creativity. Train yourself to actively seek out and analyze interesting examples in different fields. This can be useful for both professionals and amateurs. Good examples inspire and help generate new ideas. Constantly studying successful projects and the work of others helps broaden your horizons and improve your skills. Don't miss the opportunity to learn from the best to improve your perceptiveness and develop creative thinking. Methodologists develop educational programs based on their experience, values, and understanding of the product. However, in doing so, they can lose sight of the needs of their audience. This is especially important to consider in the context of the age characteristics of the audience. Even young professionals aged 25–30 prefer the next generation to be taught using the same principles as they were. The expert emphasizes that this can negatively impact the effectiveness of training if diversity of views and approaches to learning is not taken into account. To create a high-quality educational product, it is necessary to always consider the situation from different perspectives. This skill is not available to every methodologist, Marina Weindorf-Sysoeva emphasized. Understanding audience needs and the ability to adapt approaches are key factors in the successful development of educational materials. Education professionals, even the younger generation, often fail to recognize the importance of rapport with their audience. Varvara Egorova, a teacher of instructional design courses, shares her experience training university teachers. She emphasizes the need to speak the same language as students and understand their interests and passions. However, her words are often met with surprise, as this need is not always recognized in traditional educational environments. Creating an atmosphere of mutual understanding is essential to enhance the effectiveness of the educational process and meet student expectations. Marina Weindorf-Sysoeva emphasizes that correcting this situation is quite difficult. The educational environment still harbors an outdated approach, according to which the teacher is always right. Unfortunately, many teachers focus on controlling students, which hinders their willingness to openly express their thoughts. You often hear the statement, "The exam is only based on my lectures," which creates the illusion of a single truth. However, it's important to understand that for full learning, you need to listen to the opinions of others, compare them with your own knowledge, and consider where they may be right. This requires a certain amount of effort and skill, which is a serious problem in the educational process. As a result, students may feel insecure, unsure how to express their thoughts and afraid of making mistakes.

Copying or borrowing someone else's content is a pressing issue in the modern world. As Weindorf-Sysoeva noted, this phenomenon undermines the originality and quality of information. It's important to remember that copying other people's materials not only undermines trust in sources but can also lead to legal consequences. Therefore, creating unique content should be a priority for every author.

Creating unique products is key to the professional growth of methodologists. This not only contributes to the development of their skills but also allows them to stand out from the competition. Unique products enhance reputation and increase customer trust, which in turn opens up new opportunities for career advancement and broadening professional horizons. By investing time and effort in developing original solutions, methodologists can significantly increase their value in the labor market.

How Marketing and Product Approaches Trap Methodologists

Experts haven't reached a consensus on all issues. For example, Marina Weindorf-Sysoeva argues that the role of the methodologist is critical not only for the course content but also for its appeal to potential students. The quality of the methodologist's work determines whether the course will be in demand and whether it will be purchased.

Mikhail Osipov objected, stating that assigning functions to education specialists that are not inherent to their role is another trap. According to him, modern methodologists should possess a wide range of skills, including conducting meetings with clients, analyzing business metrics, and researching target audiences. However, as the speaker noted, this list lacks scientific competencies, which are primarily necessary for effective work in this field.

Assigning the functions of a marketer or product manager to a methodologist is inappropriate. As Osipov noted, the true competence of a methodologist and methodologist lies in their scientific approach. This implies the use of systemic methods and research to achieve effective results in the educational sphere. Methodologists should focus on the development and implementation of scientifically based methods, rather than performing functions that are not consistent with their specialized specialty.

Scientific knowledge, not marketing approaches, is the basis for effective learning. Mikhail Osipov emphasizes that Einstein's idea is relevant to the educational process: "Theory is when everything is known, but nothing works. Practice is when everything works, but no one knows why." In the modern world, methodologists face a paradox: there are proven methods that produce results, but their mechanisms remain unclear. Understanding these aspects is key to developing education and increasing its effectiveness.

Marina Weindorf-Sysoeva noted that even a scientific approach to education can encounter problems. Without a deep understanding of the characteristics of the psyche, memory, development, and thinking, it is impossible to effectively develop a curriculum. However, much of this knowledge is not as readily available as it might initially seem. For example, there are currently no teaching materials or manuals dedicated to the age-specific characteristics of the modern generation, which complicates the process of creating high-quality educational content.

There are classified articles in universities and scientific journals, but no textbooks or manuals on this topic. This is a complex and multifaceted issue that requires careful study. The study should be conducted by psychologists and specialists who can delve deeper into this topic. Teachers and methodologists need to be provided with information on how to apply the acquired knowledge in practice.

Ulyana Ravedovskaya, Director of Training at VTB Digital Academy, noted that despite the availability of information on the age characteristics of children, there is very little literature on teaching people over 55. "How can we organize training for this age group? We often use methods used for teaching people aged 30+, but the results show that this is ineffective. There have been no serious studies on this topic," she emphasized.

Ultimately, despite the importance of using fundamental knowledge, methodologists need to be flexible and adaptable when working with audiences. As Varvara Egorova noted, the ability to rely on observational knowledge becomes a key factor for successful interaction with different audience groups.

This method is close to "scientific trial and error," where we try different approaches, encounter failures, and begin to analyze what values ​​or principles others might have. It is important to understand that behind every result there are certain factors that may differ from our own.

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Andragogy is the science of adult learning, which is becoming increasingly relevant in the modern world. Below are six key books that will help you gain a deeper understanding of the principles and methods of effective adult learning.

The first book focuses on the basic concepts of andragogy, including motivation and the characteristics of adult learning. It offers practical advice for educators who work with adult audiences.

The second book examines various methods and approaches to teaching, emphasizing the importance of an individual approach to each student. It presents examples of successful practices and case studies from real-life experiences.

The third book delves into the psychological aspects of adult learning, explaining how life experiences influence the process of learning new information. It helps you understand how to create a comfortable learning environment.

The fourth book is devoted to the use of technology in andragogy. It describes how modern tools can enhance the learning process, making it more interactive and accessible.

The fifth book analyzes the role of group learning and collaboration among adult students. She emphasizes the importance of sharing experiences and solving problems together.

The sixth book offers a look at assessing learning outcomes. It examines methods that will help teachers track the progress of their students and adjust approaches if necessary.

These books provide valuable knowledge and tools for those striving for effective adult learning and will help create a successful educational process.

Which competencies of methodologists are truly universal

A methodologist in any field must possess certain characteristics that are more related to soft skills and personal qualities than to professional competencies. Key aspects of a successful methodologist's work are communication skills, the ability to work in a team, and the ability to think critically. Qualities such as adaptability and emotional intelligence, which help to effectively interact with colleagues and students, are also important. A methodologist must be open to new ideas and committed to continuous learning, which allows them to remain relevant in their field. It is important for a methodologist to be able to inspire and motivate others, creating a positive atmosphere for learning and development. Finding a common language with students is only one of the requirements for a successful educational program. Artyom Pichugin emphasizes that methodologists, striving to impart knowledge at any cost, often forget that students are not just functions, but living people. For effective learning, people need not only knowledge but also emotions, impressions, and a full life experience. It is important to create conditions that foster the development of not only the intellect but also the emotional component, which ultimately leads to a deeper understanding of the material and better results. It is important to establish interactions on a "person-to-person" basis, rather than "function-to-function." Methodologists often focus exclusively on how to most effectively convey knowledge. However, if students have come to learn, it's essential to focus on creating a comprehensive educational process that embraces not only the transfer of information but also the development of critical thinking, interaction skills, and personal growth. This approach fosters a deeper understanding of the material and develops students' ability to apply knowledge in practice. Methodologists often wonder how to effectively motivate and retain students until completion of their studies. Artem Pichugin argues that retention is only possible if the student truly desires to leave, which means dealing with the consequences. This situation can be prevented by creating a "life" in learning, even if this complicates the structure of the educational program. Effective student engagement methods and the creation of an active learning environment can significantly increase retention and success in education. I have a proposal that can be characterized as the skill of creating programs that can come alive for people. This elevates the educational product to a whole new level, establishing a relationship between the student and the material. This approach allows for deeper student engagement and makes the learning process more effective and interactive. Pichugin emphasizes the importance of the relationship between educational content and its users, which facilitates better knowledge acquisition.

Initially, the concept of an expert implied communication with students, as well as a more complex and engaging program structure. However, Marina Weindorf-Sysoeva presented her own unique approach.

There is an effective approach to learning in which the process itself becomes the primary outcome. It is important for students to achieve success through active participation. This activity-based approach makes learning engaging and motivating. When the learning process becomes interesting, the need for additional retention of participants disappears, and they begin to see the results of their efforts.

Ulyana Ravedovskaya noted that the skill of designing "humane" learning can be viewed as a specific position. She emphasized that this is not simply a matter of communication, but concerns a deeper component. Ravedovskaya proposed calling this position, emphasizing the importance of understanding the perspective of the program author or expert on reality.

Artem Pichugin noted that "revitalizing" learning can help methodologists remember that they are not just machines. Excessive pragmatism and an emphasis on a product-based approach sometimes lead to undesirable consequences. It is important to remember the human element in the educational process to avoid mechanization and the loss of creativity.

Creativity is one of the key competencies in the modern world. Artem Pichugin emphasizes that it is essential for solving various problems. Creativity helps find unconventional solutions, generate new ideas, and adapt to changing conditions. In a highly competitive labor market, the ability to think creatively is becoming an important advantage. It allows not only to improve the quality of work but also to propose innovative approaches that can significantly increase the efficiency of processes. Thus, the development of creativity is relevant and useful for professional growth and achieving success in any field of activity.

• update an "outdated" program or simply supplement training with something "fresh" that has not yet become boring for both the developers and students;
• become noticeable against the background of other market players;
• find a solution to a problem when "something breaks", in other words - quickly and unconventionally eliminate the difficulties that arise.

Artem Pichugin noted that creativity should be moved from the category of soft skills to the category of vital skills necessary for successful existence in modern society. Creative thinking is becoming a key factor in a rapidly changing world, where innovation and adaptation play a significant role. Developing creativity helps not only in the professional sphere, but also in everyday life, allowing you to find unconventional solutions and approaches to various problems.

The new world is characterized as fragile and full of anxiety; it has become nonlinear and unknowable. If it was previously described as uncertain, now unknowability has been added. Every year we face new challenges, and every new event brings its own disruptions. In such conditions, it is necessary to constantly find innovative solutions. Creativity is becoming a key tool for adapting to these changes, as Artem Pichugin noted.

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How Do People Learn and Teach? 20 Insights from 2021 Research

In 2021, numerous studies were conducted that deepened our understanding of how people learn and how they transfer knowledge to others. The results of these studies demonstrate the diversity of methods and approaches that influence learning effectiveness. The study of cognitive processes, social interactions, and emotional factors has become key to the development of effective educational practices. The importance of active participation, feedback, and a personalized approach is emphasized in most studies. These aspects play a significant role in skill development and information retention. New technologies and methods, such as online learning and interactive platforms, were also highlighted as significant elements for improving the educational process. Understanding and adapting to different learning styles can significantly improve the quality of education and student outcomes.

Experts presented several examples of interactions with audiences of various age groups, demonstrating the importance of approaching teaching from the listener's perspective. These examples highlight the need to consider the needs and interests of different age groups for effective information acquisition. Understanding the peculiarities of perception and learning allows for the adaptation of approaches and methods, which significantly improves the quality of the educational process.

Marina Weindorf-Sysoeva shared her experience of participating in a computer literacy class for people over 50. During the class, one participant experienced difficulty completing the assignments but refused to ask the teacher for help. This was due to a desire to hide her shortcomings from the other students. This case highlights the importance of creating a comfortable and supportive atmosphere in educational programs for older adults, where they can openly ask questions and learn without fear of judgment.

Key competencies of a methodologist include flexibility and the ability to understand the listener's perspective. This is important, as many students may have difficulty admitting their knowledge gaps and fear making mistakes. A methodologist should organize the educational process in a way that creates an atmosphere of support and trust, allowing each student to feel comfortable in the learning process. It is important to remember that successful learning is only possible with mutual understanding and respect for the individual needs of each participant.

Ulyana Ravedovskaya noted that it is important to consider the opinions of those directly conducting the classes. She shared her experience: during the educational event, the participants enjoyed themselves, while she had to move around in heels behind the scenes to ensure everything went according to plan. This experience highlights the importance of organizing events and the need to consider the physical demands of presenters.

The allocated time proved insufficient to accomplish the task. Teachers often encounter situations where ideas proposed by others cannot be implemented.

The speaker noted the importance of considering stakeholders in the training process. Although they are not directly involved in the training, their interest in the results and influence on the process are significant. In corporate training, stakeholders are often employees' managers, who can undermine the effectiveness of the acquired knowledge. For example, a manager may say, "Forget everything you were taught; it doesn't correspond to reality. These ideas have no practical value." This approach can negatively impact employee motivation and learning, emphasizing the need to engage stakeholders and develop a proper understanding of the importance of training.

Ignoring the needs of the employer, including aspects related to the development of the training process, leads to errors and decreased effectiveness. Ulyana Ravedovskaya emphasizes the importance of taking the employer's views into account to achieve positive training results. Proper integration of employer requirements into educational programs contributes to the creation of more effective and in-demand solutions.

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Effective corporate training requires more than just standard knowledge and skills. There are a number of less obvious skills that can significantly improve the quality of training. First, the ability to analyze and adapt content to the specific needs of employees. This allows for more targeted and relevant training. Second, communication skills are key. The ability to convey information in an accessible manner facilitates better absorption of the material. Third, creativity and an innovative approach to training help create interesting and engaging programs, which increases participant motivation. Another important aspect is the ability to handle feedback. Collecting and analyzing employee feedback on the training process allows for prompt changes and improvements. Time management skills are also important. Effective organization of the training process contributes to increased productivity. Finally, knowledge of modern technologies and learning tools helps implement progressive methods, making training more convenient and accessible. The combination of these skills allows for the creation of a truly high-quality and effective corporate training system.

Can Terminology Also Become Universal?

Marina Weindorf-Sysoeva noted the need to reach a common understanding of terminology, which applies not only to words such as "methodologist," "methodologist," and "designer." As an example, she cited a situation at a meeting on distance learning, where one of the participants reported that his team had created 15,000 courses in a year. However, it turned out that by "course" they meant a presentation consisting of several slides. This emphasizes the importance of clearly defining terms in the educational process to avoid misunderstandings and ensure the quality of distance learning.

In conclusion, Mikhail Osipov expressed hope for reaching agreement on educational issues. He noted that Russia needs a leader who can develop a clear conceptual framework for offline and online education. This particularly applies to terms such as methodologist, methodologist, and instructional designer. The absence of such a leader leads to constant debate and discussion among specialists, which hinders the development of the educational sector.

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