TITLE Instructional Designer WP
CLASSIFICATION NUMBER 1252
IMMEDIATE SUPERVISOR Dean of Academic Affairs
MAJOR ADMINISTRATOR Chancellor
The Instructional Designer, West Plains designs, develops, and pilots the faculty development cohorts and mini-grant projects and develops and provides training and support to faculty on curriculum design, incorporating principles of learning theory, and in the use technologies as teaching tools, including modifying teaching methods and curriculum. The Instructional Designer, West Plains prepares required reports, surveys, and evaluation documentation and serves as a consultant to faculty, both individually and in teams, in the process of initiating, refining, and implementing instructional design proposals which will result in improved teaching and learning. The Instructional Designer, West Plains develops and distributes training materials for faculty engaged in the process of instructional design and provides formative and summative evaluation of developed materials, test development, and outcomes assessment. The Instructional Designer, West Plains assists in the development of course and program assessment options, particularly in computer-based, multimedia, and distance education courses and evaluates and develops courses for the West Plains campus.
MINIMUM ACCEPTABLE QUALIFICATIONS
Education: A Master’s degree in Instructional Design or a related discipline is required, including coursework in multimedia technologies for educational delivery programs.
Experience: At least one year of instructional design or comparable experience is required.
Skills: Excellent oral, written, and instructional communication skills are required. The ability to work as part of a team is required. Interest in working in a diverse environment is required. Demonstrated ability using web technologies and lecture capture tools is required. Demonstrated ability developing and delivering training workshops or training packages is required. Demonstrated ability administering a Course Management System such as Blackboard, Angel, WebCT or similar course management systems is required. Demonstrated ability to use both Macintosh and Windows platforms for instructional delivery is required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required.
Effort: Visual and audio acuity within normal ranges is required.
ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Works with the instructional community at the Springfield and West Plains campus in any teaching modality, including online, blended, and face-to-face in order to enhance the pedagogy of any class.
2. Uses web technologies and lecture capture tools to develop online and blended courses by collaborating with appropriate University departments and the instructional community, supervising and developing instructional modules for faculty in support of online and blended instruction, and creating documentation related to the online and blended courses and course modules.
3. Administers the course management system.
4. Reviews and assesses new and existing online and blended courses for technical and pedagogical content, whether the content is delivered online or face-to-face.
5. Recommends and assists in the conceptualization of appropriate supplemental course materials for accomplishing course objectives in online and blended learning environments, including print-based and multimedia-based materials.
6. Addresses the instructional needs of faculty, staff, and students and contributes to creating effective and quality learning environments by collaborating with the staff and utilizing the resources of the Faculty Center for Teaching and Learning on the Springfield campus and the technical specialists on the West Plains campus in developing instructional modules, courses, and programs
7. Improves the level of understanding of the instructional community by providing workshops on the instructional design elements of the online and blended delivery of course materials and the pedagogical integration of face-to-face and online instructional components in a blended course, creating workshop materials for web and face-to-face delivery of online and blended courses, and creating fully web-based workshops that support and promote issues related to online and blended course delivery, using Windows and Macintosh platforms.
8. Advances the University’s online and blended learning systems and protocols by working cooperatively and collaboratively with other University departments and units.
9. Contributes to a work environment that encourages knowledge of, respect for, and development of skills to engage with those of other cultures or backgrounds.
10. Remains competent and current by reading professional journals, researching the literature on online, blended, and face-to-face course delivery and best practices, developing professional contacts with colleagues, attending professional development courses, conferences, and workshops, and attending training and/or courses as directed by the Director of the Faculty Center for Teaching and Learning.
11. Contributes to the overall success of the online, blended, and face-to-face education program by performing all other duties as assigned.
The Instructional Designer is supervised by the Dean of Academic Affairs.
REVISED JUNE 2012
JOB FAMILY 4
Factor 1: Professional Knowledge, Skill, and Technical Mastery
Level 4 - 2300 Points: Knowledge of the principles, concepts, practices, methods and techniques of an administrative, managerial, or professional field such as accounting or auditing, financial management, business administration, human resources, engineering, social sciences, communications, education, law, or medicine. Knowledge permits the employee to complete assignments by applying established methods to recurring types of projects/problems susceptible to well-documented precedents or to schedule, plan, and carry out precedented projects. Alternatively, knowledge at this level might also permit the employee to carry out precedented projects requiring considerable experience in specific areas within higher education. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in a specific technical or professional specialty along with significant related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with substantial work experience or a non-specific Master's degree requirement with substantial work experience. Knowledge requirements generally also include a significant amount of related work experience and may include administrative or supervisory experience.
Factor 2: Supervisory Responsibility
Level 1 - 50 Points: Typically, little, if any, supervision of others is required. The job may require irregular but occasional responsibility to direct the work of student workers and/or temporary or part-time workers. The nature of supervision is largely confined to assigning tasks to others and does not include a full range of supervisory responsibilities. The amount of time spent on directing the work of others is normally a small portion of total work time.
Factor 3: Interactions with Others
Level 3 - 250 Points: The purpose of interactions is to advise or counsel others to solve recurring and structured problems, and/or to plan or coordinate work efforts with other employees who are working toward common goals in situations where relationships are generally cooperative. Interactions are moderately structured and routine and may involve employees in different functions, students, and/or the general public. These types of interactions require normal interpersonal skills.
Factor 4: Job Controls and Guidelines
Level 2 - 250 Points: The employee carries out a group of procedures using the general methods and desired results indicated by the supervisor. Typically, standard operating procedures, handbooks, and/or reference manuals exist for most procedures, but the employee must select from the most appropriate of several guidelines and make minor adjustments to methods. Unforeseen situations are normally referred to others for resolution. Assignments are related in function and objective, but processes, procedures, or software varies from one assignment to another. Based on the assignment, the employee uses diverse, but conventional, methods, techniques, or approaches. Employees in jobs at this level may perform work that is moderately complex, but normally performed within a fairly narrow and specific functional area.
Factor 5: Managerial Responsibility
Level 3 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.