2580 Instructional Designer
TITLE Instructional Designer
CLASSIFICATION NUMBER 2580
IMMEDIATE SUPERVISOR Director of the Faculty Center for Teaching and Learning
MAJOR ADMINISTRATOR Associate Provost, Student Development and Public Affairs
The primary job duty of the Instructional Designer is production, administration, and coordination of instructional materials in any modality, including face-to-face, in order to enhance the pedagogy of any class. In collaboration with faculty, the Instructional Designer has production, design, and operational responsibilities for class materials presented through online and blended modalities which includes face-to-face interactions and the integration of face-to-face learning content into blended courses in a pedagogical manner. The Instructional Designer works closely with faculty to develop pedagogically effective distance learning and face-to-face methodologies.
MINIMUM ACCEPTABLE QUALIFICATIONS
Education: A Bachelor’s degree is required; a Master’s degree in Instructional Design or a related discipline is preferred.
Experience: With a Bachelor’s degree in Instructional Design or a related discipline, at least six years of instructional design experience is required. With a Master’s degree in Instructional Design or a related discipline, at least two years of instructional design or comparable experience is required. Experience working with a Course Management System is required; experience working with Blackboard, Angel, or WebCT course Management systems is preferred. Experience working in a team environment with other professionals is required. Experience in a face-to-face teaching environment is preferred. Experience working with both Macintosh and Windows platforms is preferred. Graphic Design experience is preferred.
Skills: Excellent oral, written, and instructional communication skills are required to work effectively within a team-oriented environment and with multi-disciplinary faculty with varying levels of instructional technology skills. Knowledge of best practices in instructional technologies, online, blended, and face-to-face pedagogy is required. A demonstrable knowledge of web design principles and experience creating web pages is preferred.
Effort: Visual and audio acuity within normal ranges is required.
Other: The scope of the position occasionally requires attendance and participation at evening and weekend activities and workshops. Occasional travel to workshops, seminars, and professional development and University events is required.
ESSENTIAL DUTIES AND RESPONSIBILITIES
1. Works with the instructional community in any teaching modality, including online, blended, and face-to-face in order to enhance the pedagogy of any class.
2. Develops 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. 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.
4. 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.
5. Addresses the instructional needs of faculty, staff, and students and contributes to creating effective and quality learning environments by working as part of a team consisting of other Instructional Designers, audio/video specialists, the Production Manager, the Instructional Technology Coordinator, and technical specialists in developing instructional modules, courses, and programs.
6. 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.
7. Advances the University’s online and blended learning systems and protocols by working cooperatively and collaboratively with other University departments and units.
8. 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.
9. 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 Director of the Faculty Center for Teaching and Learning.
OFFICE OF HUMAN RESOURCES
REVISED MAY 2010
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.