C A R L E T O N U N I V E R S I T Y POSITION DESCRIPTION OFFICER USE ONLY

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1 C A R L E T O N U N I V E R S I T Y POSITION DESCRIPTION PART A Employee Name: OFFICER USE ONLY 1.Title: 2. Position No: , , Title of Immediate Supervisor: Assistant Director, Educational 3. Level: 09 Development Centre Position Title: Instructional Design Coordinator 4. Evaluated by: Date: Department: EDC 5. Approved by: Date: PART B Reporting to the, Assistant Director, Educational Development Centre, the incumbent is responsible for collaboratively and iteratively planning, developing, delivering, and evaluating instructional design projects associated with online, hybrid and face-to-face courses and programs (non credit and for credit). The Instructional Design Coordinator accomplishes these tasks by working closely and collaboratively with faculty members, contract instructors, and Carleton staff to understand their desired learning and instructional goals. Using this information, the Instructional Design Coordinator will use appropriate and current instruction design approaches to design and implement a comprehensive project plan to address the desired learning and instructional goals. This instructional design project plan includes the design of mediated learning activities, the organization and structuring of content, the recommendation of assessment strategies, and the overall instructional and learning approach including the appropriate selection, application, support of educational technology. In addition, the Instructional Design Coordinator is responsible for the selection and coordination of a variety of services offered by other members of the EDC and other units such as Carleton University On-Line to meet project needs. The Instructional Design Coordinator will have excellent project management skills and implement appropriate quality control and evaluation measures. PART C Instructional Design 60% In close collaboration with faculty members, conduct a needs analysis to identify learning objectives for a course, module, or lesson.

2 Identify and determine the most appropriate pedagogical approach to meet those learning objectives in teaching learners who may be online, face-to-face or in a hybrid environment. For all programs, but especially specialized audience programs, conduct an instructional analysis of the learners in order to customize to those target groups. Write, storyboard and edit learning materials. Identify and design mediated materials and activities for online delivery. Format and structure content for online and hybrid modes of instruction. Create templates and rapid prototypes of interactive elements to speed development time. Recommend activities and exercises most appropriate to ensure learning objective outcomes. Review and evaluate learning programs to ensure that they meet the desired outcomes. Advise faculty members and contract instructors on appropriate online teaching strategies and the design of online/hybrid/face to face courses. Project Management 10% Develop detailed and realistic project implementation plans for each initiative/project. Provide project cost and resources estimates. Ensure that all project team members are able to adhere to the project plan. Communicate clearly with faculty members and clients about their responsibility to meet the project plan timelines. Follow up regularly with project team members. Ensure that materials produced by different team members are appropriate and are of satisfactory quality. Educational Technology 10% Implement content and instructional activities inside a learning management system. Adhere to Web standards and best practices in programming and interface design (including meeting W3C accessibility guidelines). Educational Resources, Programs, and Presentations 10% Internal and external presentations. Conduct workshops and one-on-one consultations on instructional design, effective pedagogical approaches, and the application of educational technology tools to meet learning and instructional goals. Assisting in the development and delivery of EDC certificate programs.

3 Support of TLS Initiatives (10%) In conjunction with the Assistant Director of the EDC and other members of the Teaching Development team and the EDC, support the development of resources or delivery of services and programming sponsored by TLS. Support the evaluation and testing of educational technology tools (e.g. LMS). Contribute to grant proposal applications, research reports, and other TLS documents and publications. PART D Specifications: (to be completed by supervisor in conjunction with employee) 1. KNOWLEDGE: a) Minimum amount of formal education required: University degree with a postgraduate certificate in Instructional Design, Educational Technology, or a related discipline. Preference will be given to candidates with a graduate degree in Instructional Design or related field. b) Minimum amount of relevant work experience required: Three to four years experience in the education sector (preferably higher education) or related field. Preference will be given to candidates with instructional design and project management experience. c) Minimum amount and type of continuing study required: Keep current with pedagogical theories and strategies, e-learning and online learning practices and research. Remains current with web and accessibility standards, user interface design, multimedia development tools and learning management systems. Remains current with project management best practices. ELABORATE A & B Elaborate on (a) and (b) justifying the amount of each specified above by dealing what the incumbent has to know and what skills are required of the incumbent in the performance of the duties: The Instructional Design Coordinator should have a graduate university degree or certificate in instructional design (or related discipline) and significant work experience collaborating with faculty members and multidisciplinary teams. Experiential knowledge should ideally be from an educational institution of higher learning. The successful applicant will have in-depth knowledge of instructional design, course design, learning theories, and educational technologies including, but not limited to learning management systems. The Instructional Design Coordinator will demonstrate significant understanding of the principals of adult and online pedagogy. They will have

4 experience and expertise with a variety of current multimedia authoring applications and with the application of rich Internet applications in educational contexts. The incumbent must have effective project management and organizational skills, along with excellent communication skills (both written and verbal). Strong interpersonal and problem-solving skills, as well as good judgment, initiative, resourcefulness, tact and discretion are essential. Moreover, the incumbent must possess the ability to work under pressure and a remained on focus and on task when addressing learning programs with complex and challenging requirements. Adaptability and attention to detail will be the key to this position, as well as the ability to work in a team environment. 2. COMPLEXITY OF DUTIES: The duties of the position are mixed, with the majority of duties being in the mid to high degrees of complexity. The instructional design duties will often require using instructional design models like rapid prototyping and the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) to create learning programs. These models typically require the incumbent to complete some or all of the following: 1) A needs analysis 2) Determine the programs learning objectives, 3) Choose an appropriate instructional approach based on the requirements, content, discipline, and available resources. 4) Complete a storyboard and prototype 5) Design, building and structuring content and activities to meet the identified learning objectives. 6) Design assessment strategies to determine whether learners have met the learning objectives. 7) Evaluate the success of the learning program in meeting the results of needs analysis. Building a learning program will often involve a team approach with team members from multiple units on campus providing content, graphics, media, and programming elements. However it is expected that the Instructional Design Coordinator will be able to complete some or all of these tasks/roles depending on the scope and complexity of the learning program. Key is very strong familiarity and experience working with modern learning management systems, like Moodle. In order to accomplish these tasks/roles, the position requires expertise with e-learning applications and familiarity with interface design technologies such as CSS and HTML. Building graphical elements requires using graphics design programs like Adobe Photoshop and Illustrator in order to create userfriendly online learning experiences. Key skills for the incumbent are strong project management skills. Developing accurate project plans requires excellent comprehension of the learning programs to be developed,

5 taking into account the many variables (resources, timelines, dependencies, etc) that can and do play a role in determining when a learning program is completed. Strong interpersonal and problem-solving skills, as well as good judgment, initiative, resourcefulness, tact and discretion are essential. The incumbent must have excellent communication skills (both written and verbal). Moreover, the incumbent must possess the ability to work under pressure and to remain focused when facing deadlines and complex requirements. 3. ACCOUNTABILITY: Advice and recommendations are made to Management or equivalent levels relative to a specific field of specialization. S/he works in an environment where the consequences of error and poor judgment can have far-reaching effects both on and off campus. The incumbent is accountable for the instructional design of learning programs, which will include non-credit and credit courses, and certificate programs. The design of these learning programs must be of the highest quality to ensure the reputation of the University. Delays in meeting deliverables will have a financial impact on the department and on the institution. Errors can have significant negative impacts on the learning experiences of the students and on the reputation of the department and the programs of the University. 4. NATURE AND LEVEL OF CONTACT: a)purpose of contacts: To give, obtain and exchange information requiring discussion, explanation and elaboration, in addition to the requirement to persuade and obtain the assistance of others in the completion of assigned tasks. Contact is with faculty members, contract instructor and teaching assistants, as well as staff and administrators at the equivalent and more senior level. There is also contact with the general public and staff at equivalent or senior levels from agencies external to the University. b)level (check one) - regular and continuous only and as specified in Part 'C' _X other employees in same work unit or office the above plus students; faculty in the same work unit; or employees from other departments or offices at a similar job level to the incumbent. the above plus the general public, faculty and staff at a more senior level from other departments or staff at equivalent levels outside the university. all the above plus senior University executives and senior officials from government, private industry, other universities, etc.

6 5. SUPERVISION/MANAGEMENT CONTROL EXERCISED: a) Describe the type of supervisory/management control exercised. Indicate responsibility for overall direction of a section/department/unit either independently or through subordinate supervisors if applicable. No permanent positions directly supervised. In collaboration with the Assistant Director, Educational Development Centre, the incumbent assists with the selection, training, and supervision of 1-3 student interns or casual staff on an annual basis. b) Indicate the level of employees directly (not through subordinates) supervised. i _X_ primarily support or consisting of (i) ii primarily specialized technical, administrative or journeyman trades iii primarily supervisors of (ii), managers of section employees iv primarily management level c) Indicate number directly supervised. _X_ Signed by: Employee Date Approved by: Immediate Supervisor Date Department Head Date