Learning Experience Designer

GENERAL EXPECTATIONS: All employees within Braille Institute are expected to support the organization’s mission, vision, and values, work cooperatively with others, contribute to the positive morale of the department/center and be a respected representative of the organization.

Job Summary: The Learning Experience Designer is responsible for designing and producing engaging, accessible learning experiences for adults with vision impairments. This role is focused on the design, development, and quality of virtual and in-person content, ensuring that all programming reflects the same design standards and audience-centered approach. The position requires deep expertise in learning design, adult learning theory, and the specific needs of adult learners. The ideal candidate brings a sophisticated understanding of how to reach, engage, and build confidence in a population that may have limited technology experience, significant emotional barriers to engagement, and a strong need for learning experiences that feel safe, practical, and immediately useful. Learning Experience Design Design and develop learner-centered online, virtual, and in-person curricula that reflect best practices in adult learning and accessible design. Apply a deep understanding of older adult learners — including motivational, cognitive, emotional, and technological considerations — to every stage of content design. Translate complex topics into clear, approachable learning experiences that build confidence and deliver immediate practical value. Design for emotional accessibility as well as functional accessibility: ensure that every learner touchpoint — from enrollment to completion — feels welcoming, low-risk, and affirming. Develop self-paced, asynchronous e-learning modules using current authoring tools and platforms. Design and produce synchronous virtual and in-person learning experiences that promote active participation and reduce barriers to engagement. Develop companion resources, job aids, and follow-up materials that reinforce learning outside the formal program. Ensure all content meets Web Content Accessibility Guidelines (WCAG) accessibility standards and organizational accessibility guidelines. Curriculum and Content Development Conduct audience analysis, learner needs assessments, and topic prioritization research — including focus groups and surveys with the target population — to ensure content reflects genuine learner needs and priorities. Collaborate with subject matter experts to develop accurate, relevant, and well-structured content across all program areas. Develop assessment strategies that measure both learning outcomes and learner confidence, not just knowledge acquisition. Apply Universal Design for Learning (UDL) principles to all content to ensure maximum accessibility and flexibility across learning formats. Create and maintain design standards, templates, and style guides that ensure consistency and quality across all learning products. Conduct content audits and apply iterative improvement processes based on learner feedback and outcome data. Virtual and Online Program Delivery Manage the design and production workflow for online and virtual programming, including scheduling, platform setup, and quality review. Establish and maintain quality standards for virtual production, including audio clarity, visual contrast, screen layout, and pacing — with particular attention to the needs of older adults with low vision or dual sensory changes. Design onboarding and orientation experiences for new learners that minimize technology barriers and establish trust from the first interaction. Develop and maintain processes for virtual learner support, including straightforward registration, accessible login, and responsive troubleshooting pathways. Evaluate and recommend learning platforms, authoring tools, and virtual delivery technologies based on their suitability for the target audience. Collaboration and Program Improvement Collaborate with program staff, subject matter experts, and organizational leadership to align learning design with strategic goals and mission priorities. Build strong relationships with content contributors and guide them in applying audience-centered, adult learning principles to their material. Analyze learning data, completion metrics, and learner feedback to evaluate program effectiveness and drive continuous improvement. Stay current with emerging research and best practices in e-learning design, gerontological learning, accessible design, and instructional technology. Represent the organization's learning design standards in cross-functional projects and partnerships. Performs other duties as assigned. As the organization continues to evolve, duties or tasks may change without impacting the overall Job Description. Knowledge and Education: Master’s degree in Instructional Design, Learning Experience Design, Educational Technology, or a closely related field strongly preferred. Bachelor’s degree with substantial equivalent professional experience will be considered. Advanced knowledge of adult learning theory and its application to instructional design, with particular emphasis on experiential learning. Demonstrated knowledge of gerontological learning principles — including the cognitive, motivational, and emotional factors that shape how older adults engage with new learning. Strong grounding in Universal Design for Learning (UDL) and Web Content Accessibility Guidelines (WCAG) accessibility standards as applied to digital and in-person learning environments. Knowledge of learning experience design frameworks (ADDIE, SAM, design thinking, agile instructional design) and ability to select and adapt the right approach for each project. Understanding of behavior change principles and their application to learning design for populations navigating significant life transitions. Familiarity with learning analytics, formative and summative assessment design, and evidence-based approaches to measuring learning effectiveness.

Skills and Abilities: Exceptional ability to empathize with and design for a specific, well-defined audience — translating deep audience understanding into every design decision. Proven skill in writing and scripting for learners: clear, conversational, inclusive language that avoids jargon, respects prior knowledge, and never leads with deficit or loss. Strong visual and multimedia design sensibility, with the ability to create or guide the production of high-contrast, visually accessible content appropriate for older adult audiences. Proficiency with e-learning authoring tools (such as Articulate Storyline, Rise, Adobe Captivate, or equivalent) and virtual facilitation platforms (such as Zoom, Teams, or equivalent). Ability to manage multiple concurrent design projects with strong organizational skills and attention to detail. Skilled collaborator who can work effectively with subject matter experts who are not trained instructional designers, guiding them toward audience-centered content without losing their expertise. Strong analytical skills with the ability to interpret learner data and feedback and translate findings into design improvements.

Experience: Five (5) plus years of progressive experience in instructional design, learning experience design, or e-learning development, with a track record of producing high-quality digital learning products. Demonstrated experience designing for older adult learners, or for audiences with significant emotional or functional barriers to engagement with learning. Experience conducting audience research, learner needs analysis, and focus groups to inform content design and prioritization. Demonstrated experience designing and producing self-paced e-learning and synchronous virtual learning experiences from concept through delivery. Experience establishing and applying accessible design practices across multiple learning formats and platforms. Experience working in mission-driven, nonprofit, or health/human services settings is a plus. Portfolio of work demonstrating a range of learning design projects, with evidence of audience-centered thinking and measurable outcomes. Certifications/licenses: Certification in instructional design, learning experience design, or a related discipline is a plus (e.g., ATD’s CPTD, Learning Guild credentials, or equivalent). Professional development or coursework in gerontology, aging studies, or disability-inclusive design is highly valued. Coursework or certification in UX design, human-centered design, or design thinking is a plus.

Work Environment: This role operates across multiple work environments. Local candidates are expected to work a hybrid schedule of three days in the office and two days from a home office each week. Non-local candidates may work remotely, with occasional onsite travel required to deliver training and support activities in classroom and program settings.

Physical Requirements: Position operates standard office equipment.