Position Summary:
The Senior Instructional Designer (Sr. ID) works under the general supervision of the Director of Distance Education. In conjunction with other stakeholders, the Sr. ID manages the course development/design process and evaluates curricular materials (e.g., courses, technologies, modules) based on Quality Matters rubrics and standards, providing expertise on the instructional effectiveness of learning resources. This individual will work closely with stakeholders, researching and incorporating proven learning strategies, pedagogy, adult learning theory, and quality practices into new and existing distance learning programs and courses. In addition, the ID collaborates with stakeholders to develop course competencies and objectives. The Sr. ID is responsible for the success of a number of simultaneous projects, reporting progress, and communicating effectively with stakeholders in an effort to promote collaboration and accountability.
Position Summary:
The Senior Instructional Designer (Sr. ID) works under the general supervision of the Director of Distance Education. In conjunction with other stakeholders, the Sr. ID manages the course development/design process and evaluates curricular materials (e.g., courses, technologies, modules) based on Quality Matters rubrics and standards, providing expertise on the instructional effectiveness of learning resources. This individual will work closely with stakeholders, researching and incorporating proven learning strategies, pedagogy, adult learning theory, and quality practices into new and existing distance learning programs and courses. In addition, the ID collaborates with stakeholders to develop course competencies and objectives. The Sr. ID is responsible for the success of a number of simultaneous projects, reporting progress, and communicating effectively with stakeholders in an effort to promote collaboration and accountability.
Essential Functions:
Must have knowledge of Instructional Design and Adult Learning Theory: Learning theory, psychology of learning, educational psychology: Study of learning theories as they relate to the systematic design, development, and validation of instructional material.
Must have knowledge of Instructional Materials & Curriculum Development: Study of the techniques appropriate for developing training materials, including identifying learner characteristics, specifying objectives, applying and evaluating training strategies.
Must have knowledge of Instructional Program Evaluation, Tests and Measurements: Study of the techniques for evaluating the effectiveness of instructional/educational programs, including developing written and performance tests and survey instruments.
Must have knowledge of Staff and Faculty Development: Study of the principles and techniques used in designing training programs, developing design strategy and models, and applying design methods to the improvement of instructional effectiveness.
Ability to manage multiple projects at different stages while meeting deadlines and quality standards.
Ability to communicate effectively and appropriately with users of varying technical expertise.
Ability to interact in an effective and appropriate manner with diverse populations, the University community and the public.
Ability to maintain confidentiality of records and information.
Ability to effectively analyze and evaluate new technologies for potential applications in instruction.
Ability to work well individually and as a team member, as well as with all members of the university community.
Ability to make effective decisions.
Ability to design and deliver individual and group training/workshops on instructional technology and practices.
Advanced critical thinking, analysis, and synthesis skills.
Advanced skills in planning, organizing, and self-management.
Keep current with instructional technology through self-motivated and self- directed professional development.
Create effective teaching and learning environments using alternative instructional delivery methods and online course management tools.
Implement best practices in the use of technology tools and applications in the university environment.
