| Instructional Designer, Special Projects
W. J. Seaton Center for Learning and Technology
X98 Thomas Edison State University provides distinctive undergraduate and graduate education for self-directed adults through flexible, high-quality, collegiate learning and assessment opportunities. One of New Jersey’s senior public institutions of higher education, the University offers associate, bachelor’s, master’s and doctoral degrees in more than 100 areas of study. At Thomas Edison State University we embrace a diverse and dynamic workforce that drives innovation, learner success and organizational growth. We welcome you to apply to be a part of our team. Examples of Work
Guide and assist subject matter experts in the development of new Online and Guided Study courses. Direct the efforts of SMEs in a way that efficiently incorporates their work within our instructional design methodologies and system.
Obtain and evaluate course materials, both print and multimedia. Ensure that optimal materials are selected and utilized during the course development process, which ensures the longevity of the course. This should include the evaluation of Open Educational Resources (OER).
Maintain an efficient schedule of course development that is conducive toward timely completion of new course development.
Align course elements, objectives, and outcomes as set forth, making sure that all essential components within a course are internally consistent.
Create a comprehensive course backmap during the new course development process to ensure alignment of all essential course components.
Express mastery over instructional design technology platforms, including but not limited to Moodle and the Google Content Management system, and over multiple course delivery formats, including but not limited to hybrid delivery models, shortened semester formats, Guided Study, and ePack formats.
Use our virtual classroom (Big Blue Button) to conduct new development kickoff meetings.
Revise existing courses to keep them current and contemporary with textbook edition changes.
Communicate with subject matter experts about content issues as they arise on non-revised materials as needed to allow timely completion of edit.
Edit work submitted by subject matter experts for clarity, completeness, and sound instructional design principles.
Produce clear, detailed, accurate, and concise correspondence as needed on all courses and regarding issues concerning the CLT.
Communicate effectively to our Technology Specialist so that completed new and revised course materials are implemented into our LMS system, course materials are archived and preview syllabus is updated on the tesu.edu website.
Work with Instructional Services Coordinator and staff to ensure comprehensive, accurate, and up-to-date textbooks and materials for all courses each semester.
Incorporate CLT team members (specifically assessment developer) early into the course design process. This includes collaborating with them on objective writing and revision.
Work collaboratively with the Assistant Director of Course Design and Academic Quality to develop evaluation rubrics reflecting all assessment requirements and incorporating outcome elements as necessary.
Provide up-to-date project data within the CLT Project Database Application.
Special Projects
Perform course quality reviews: Work independently and collaboratively with the CLT Academic Quality Team to complete an ID Scoping Document for identified courses. Examples of work include:
reviewing course modules,
reviewing the overall quality of the course syllabus and modules,
providing a summative assessment of the course as a whole and recommendations for improvements,
preparing estimates of student engagement hours (credit-hour analysis) where necessary, and
reviewing existing courses within the Moodle course shell.
Convert completed Online courses (rewrites and revisions) to their corresponding Guided Study and Self-directed delivery modes.
Review the revision intake process, and identify ways to improve it. For example, the creation of a revision request form.
Grading rubrics project encompassing (1) creating and adding embedded rubrics to courses, (2) modifying existing embedded rubrics, and (3) building an rubrics elements library.
Knowledge, Skills, and Abilities
1.1 Descriptor—In our ADDIE course design and development model, it is essential that our IDs guide and assist SMEs through the course design and development process. Since most of our SMEs are new to our process, it is critical that IDs process certain skills that allow a collaborative development to flourish. This competency comprises key skills that IDs need to demonstrate in their work, including:
Managing people on projects that have specialized skill sets.
Managing and resolving conflict.
Building relationships within and outside the team.
Mentoring team members.
Guiding SMEs through ADDIE process.
Determine a project's direct impact on oneself and on other members of the team.
Making timely decisions based on facts, circumstances, and needs.
Prioritizing project needs based on timelines.
Successfully addressing key concerns and presenting mutually beneficial solutions.
Building successful relationships to ensure support during project negotiations.
Expressing an interest in others' experiences and ideas.
2.1 Descriptor—In our ADDIE course design and development model, it is essential that during the Design phase our IDs can collaborate with all team project members to select the most appropriate course materials for this development. This competency comprises key skills that IDs need to demonstrate in their work, including:
Identifying relevant sources of information (including OER).
Effectively using data and research to reach informed, effective decisions.
Using existing knowledge creatively to develop original ways of working.
Working with others to brainstorm original, mutually beneficial solutions.
3.1 Descriptor—In our course design and development environment, it is essential that each ID has command of this competency. We are a small team of developers accountable for an ever-growing demand of new course requests. Being able to effectively plan and organize workload is vital, particularly in the CLT where projects are extremely deadline-driven. This competency comprises key skills that IDs need to demonstrate in their work, including:
Developing and managing project schedules and timelines.
Employing strong organizational skills.
Incorporating time-management principles into the workflow.
Integrating ongoing risk-management trade-offs.
Determine a project's direct impact on oneself and on other members of the team.
Recognize project and organizational dependencies.
4.1 Descriptor—In our ADDIE course design and development model, it is essential to establish a strong course foundation during the Design phase. This competency comprises key skills that IDs need to demonstrate in their work, including:
Building a fully mapped Design Document.
Constructing course backmaps.
Aligning institutional and program learning outcomes to course objectives.
Aligning course objectives to assessments.
5.1 Descriptor—In our ADDIE course design and development model, it is essential to create a course backmap during the Design phase. The backmap shows the scaffolding and alignment of module and course assessments, learning materials, objectives, and outcomes (program and institutional). This competency comprises key skills that IDs need to demonstrate in their work, including:
Aligning course assessments to module objectives.
Aligning module objectives to course objectives.
Aligning course objectives to program and institutional learning outcomes, as well as to professional standards, where applicable.
6.1 Descriptor—Identifying how to best use systems and technology to improve working efficiency is an essential component of an ID’s job. Instructional designers at the CLT are required to work in a variety of technology platforms to perform their job at a high level. They must work closely with technology specialists to stay current with the latest CLT technologies. This competency comprises key skills that IDs need to demonstrate in their work, including:
Developing new solutions with existing technology.
Acting as a technical expert in a specific area.
Learning new systems quickly.
Using existing knowledge to develop original ways of working.
7.1 Descriptor—In our ADDIE course design and development model, holding a project kickoff meeting is essential. Because project team members are usually located over distance, an ID facilitates this meeting through our virtual classroom. This competency comprises key skills that IDs need to demonstrate in their work, including:
Managing people with specialized knowledge and skill sets (assessment developers, multimedia developers, SMEs, assistant deans, etc.).
Building relationships within and outside the team.
Delegating appropriately.
Exercising team organization and governance.
Leading project teams and projects.
Collaborating within a team-based project approach.
8.1 Descriptor—The maintenance of a 700-plus course catalog is ongoing. Our continuous improvement approach to course maintenance allows the CLT to accomplish this. An ID must have a variety of skills to handle revision work as no two revisions are the same. This competency comprises key skills that IDs need to demonstrate in their work, including:
Working with project revision scope to identify gaps in design that need to be updated.
Successfully addressing key concerns and presenting beneficial solutions.
Taking ownership and responsibility for the tasks assigned.
Completing the tasks as quickly as possible, without compromising the quality of output.
Using existing knowledge to develop original ways of working.
Formulating accurate and well-informed answers and solutions to issues and problems presented.
Showing initiative with a drive to keep moving forward and find opportunities in every situation.
9.1 Descriptor—The maintenance of a 700-plus course catalog is ongoing. Our continuous improvement approach to course maintenance allows the CLT to accomplish this. An ID must have a variety of skills to handle revision work as no two revisions are the same. Communication with SMEs is a critical component to finding solutions to revision problems. This competency comprises key skills that IDs need to demonstrate in their work, including:
Successfully addressing key concerns and presenting mutually beneficial solutions.
Building successful relationships to ensure support during project negotiations.
Expressing an interest in others' experiences and ideas.
10.1 Descriptor—During the Development phase of our ADDIE course design and development model, an SME submits work that needs to be edited. Providing these edits to the SMEs is crucial to building a quality product. This competency comprises key skills that IDs need to demonstrate in their work, including:
Using concise, clear, appropriate language.
Structuring ideas clearly.
Providing accurate and well-informed feedback and solutions to issues and problems presented.
Making timely decisions based on facts, circumstances, and needs.
Making sound decisions quickly even when faced with tough situations.
11.1 Descriptor—Effective project communication is an essential core competency of an ID's job responsibility. Communication happens through project team sites, virtual classrooms, the CLT Project App (automated communications), email, and telephone. This competency comprises key skills that IDs need to demonstrate in their work, including:
Relaying and receiving a message effectively such as in project meetings, presentations, and even day-to-day communication with other people in the workplace.
Communicating clearly to others the scope of work, outcomes, and recommendations of a given task.
Collaborating within a team-based project approach.
Providing accurate and well-informed feedback and solutions to issues and problems presented.
Communicating within a collaborative online project site.
Working to build strong channels of communication with all members of project team.
12.1 Descriptor—During the Implementation phase of our ADDIE course design and development model, the ID needs to provide clear and accurate direction to the technology specialist responsible for implementing the new course project into our delivery system to the students. This competency comprises key skills that IDs need to demonstrate in their work, including:
Providing clear, comprehensive, and accurate project logs.
Communicating to others the scope of work, outcomes, and recommendations.
13.1 Descriptor—Work with Instructional Services Director and staff to ensure comprehensive, accurate, and up-to-date textbooks and materials for all courses each semester. This competency comprises key skills that IDs need to demonstrate in their work, including:
Planning and organizing projects, timelines, and due dates in a fast-paced environment.
Working to build strong channels of communication with all members of project team.
Building successful relationships to ensure support during project negotiations.
14.1 Descriptor—Incorporate CLT team members (specifically assessment developer) early into the course design process. This includes collaborating with them on objective writing and revision. This competency comprises key skills that IDs need to demonstrate in their work, including:
Collaborating within a team-based project approach.
Working with others to brainstorm original, mutually beneficial solutions.
Working to build strong channels of communication with all members of project team.
Expressing an interest in others' experiences and ideas.
15.1 Descriptor—Work collaboratively with the Assistant Director of Course Design and Academic Quality to develop evaluation rubrics reflecting all assessment requirements and incorporating outcome elements as necessary. This competency comprises key skills that IDs need to demonstrate in their work, including:
Collaborating within a team-based project approach.
Working with others to brainstorm original, mutually beneficial solutions.
Working to build strong channels of communication with all members of project team.
Expressing an interest in others' experiences and ideas.
Build grading rubric element statements.
16.1 Descriptor—Project reporting is a core competency for all IDs at the CLT. An ID who is skilled in reporting project progress and results is critical to the overall project success. Instructional designers need to know how to use the CLT Project Management App to report on a project’s progress to the CLT and the University. This competency comprises key skills that IDs need to demonstrate in their work, including:
Planning and organizing projects, timelines, and due dates in a fast-paced environment.
Entering key dates into the project dates tab.
Updating project progress within the project status tab.
Providing up-to-date ID logs about project progress.
Entering issues as they arise.
NOTE: This is a one year, grant funded position. |
