The Instructional Designer will report to the Director of Educational Design & Innovation. This individual is responsible for collaborating with faculty and staff members to design, develop, support, and implement courses and multimedia offered through our Learning Management System. The Instructional Designer will provide support for the instructional design cycle by designing, developing, supporting, and implementing instructional and multimedia strategies and assets; selecting appropriate technology tools; assessing the effectiveness of the technology tools; training faculty, and coordinating course administration.
- Master's degree in Instructional Design, Instructional Technology, Educational Technology, Curriculum and Instruction, or other related fields.
- Minimum two(2) years as an Instructional Designer in an online environment (higher education preferred).
Essential Duties & Responsibilities:
- Provides instructional support for courses created and delivered by the Department of Online Education.
- Utilizes Quality Matters standards.
- Designs multimedia and interactive course components: Videos, Podcasts, Webcasts, Interactive learning modules.
- Assists faculty with enhancing courses.
- Plans, prepares, assists, and teaches faculty development seminars.
- Contributes and/or coordinates the design and development of online resources to promote effective instruction among faculty members and students.
- Works with faculty and team members to experiment with emerging instructional design methodologies, education technologies, teaching strategies, and conduct research on the effective use of these technologies and strategies.
- Reviews, delegates, and responds to the Department of Online Education support work orders from faculty, staff, and students.
- Performs other duties as assigned.
- Advanced experience in all phases of instructional design: Analysis, Design, Development, Implementation, and Evaluation.
- Experience in course management systems such as Canvas.
- Experience in using Web 2.0 applications such as blogs, wikis, and social networking.
- Demonstrated experience working with multimedia applications and webinars tools such as Captivate, Camtasia, Photoshop, WebEx, Wimba, Eliminate, etc.
- Awareness of accessibility issues and use of assistive technologies in course design.
- Online teaching experience preferred.
- Advanced project management and presentation skills.
- Knowledge of pedagogy and andragogy
- Proficient and functional knowledge of MS Office (Word, Excel, Powerpoint, and Outlook)
- Strong research acumen and abilities
Work Environment: The usual and customary methods of performing the job's functions require the following physical demands: some lifting, carrying, pushing, and/or pulling and significant fine finger dexterity. Generally, the job requires 80% sitting, 10% walking, and 10% standing. This job is performed in a generally clean and healthy environment.
Universal Core Behaviors:
- Effectively expresses oneself in all oral and written communications.
- Exhibits good listening and comprehension skills.
- Keeps others informed, as well as responds, in a timely manner.
- Demonstrates match between words and actions.
- Responds with tact, diplomacy, respect, and composure when dealing with others.
- Promotes the spirit and essence of the School's Vision, Mission, Values, and Key Strategies through both verbal and written communication.
Teamwork and Collaboration:
- Cooperates with others toward the achievement of common goals.
- Seeks consensus and win-win solutions to problems and conflicts.
- Contributes actively and participates fully in team initiatives.
- Puts the success of the team above own interests.
- Builds and maintains constructive work relationships
Responsive to Change:
- Supports changes in the work environment.
- Displays a proactive, problem-solving approach toward work.
- Committed to life-long learning by continuously increasing skills, knowledge, and effectiveness.
- Actively seeks and initiates creative and innovative solutions.
- Exercises sound, accurate, and informed independent judgment when needed.
Quality-Driven and Accountable:
- Results-oriented and committed to quality through continuous process improvement.
- Eliminates ineffective activities and closes performance gaps.
- Anticipates and responds to customer needs.
- Monitors own performance, accept responsibility for actions, and actively seeks feedback.
- Meets deadlines and completes projects and activities in a professional, timely manner.
- Seeks opportunities to increase productivity and/or reduce costs while maintaining the highest quality standards (fiscally responsible).
Support of Vision, Mission, Values, Key Strategies:
- Supports and models the School's Values of social interest, compassion, justice, respect for the individual, honors diversity and difference, intellectual rigor, optimism, and collaboration.
- Articulates the School's Vision, Mission, and Key Strategies in a way to educate others.
- Demonstrates active commitment in advancing the School's Vision, Mission, and Key Strategies.
- Exhibits personal integrity, honesty, zeal, and compassion.
- Aligns work processes to advance the School's strategic plan and key strategies.
Equal Opportunity Employer
It is the policy of Adler University that all persons are entitled to Equal Employment Opportunity (EEO) protection. The University does not discriminate against any individual for employment because of age, religion, race, color, gender, gender identity, sexual orientation, national origin, ancestry, marital status, physical or mental disability, military status (including unfavorable discharge from the military), or any other category protected by federal, state, or local law.
As part of Adler's equal employment opportunity policy, Adler will also take affirmative action to ensure that minority group individuals, females, disabled veterans, recently separated veterans, other protected veterans, Armed Forces service medal veterans, and qualified disabled persons are introduced into our workforce and considered for promotional opportunities.
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