Designer, Instructional, eLearning
Guilford Technical Community College
Jamestown, NC
Full-time
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Guilford Technical Community College (GTCC) is currently the fourth largest of NC. Community College System’s 58 institutions. On our six campuses and through our online offerings, we annually serve approximately 27,500 students, 60% of whom are students of color. We strive to offer programs that provide equitable educational outcomes for all students representing all backgrounds, including, but not limited to, ability, age, gender, race, religion, sexual orientation, and socioeconomic status. At GTCC, we are committed to cultivating a workplace culture of inclusion that welcomes, develops, supports, and empowers employees. We are looking for an exceptional leader, who shares our institutional mission, vision, and values, to join the team as our new Instructional Designer.
The Instructional Designer works with GTCC faculty to create high-quality blended, hybrid, and online courses. The Instructional Designer provides faculty with individual and group training sessions that introduce new technologies and best practices in online instruction. Additionally, the Instructional Designer may assist in staff development related to instructional applications, e.g., MS Teams, Zoom, etc. Finally, the Instructional Designer partners with faculty, staff, and administration to ensure consistency in online course design. This is a campus-based position.
Guilford Technical Community College (GTCC) is currently the fourth largest of NC. Community College System’s 58 institutions. On our six campuses and through our online offerings, we annually serve approximately 27,500 students, 60% of whom are students of color. We strive to offer programs that provide equitable educational outcomes for all students representing all backgrounds, including, but not limited to, ability, age, gender, race, religion, sexual orientation, and socioeconomic status. At GTCC, we are committed to cultivating a workplace culture of inclusion that welcomes, develops, supports, and empowers employees. We are looking for an exceptional leader, who shares our institutional mission, vision, and values, to join the team as our new Instructional Designer.
The Instructional Designer works with GTCC faculty to create high-quality blended, hybrid, and online courses. The Instructional Designer provides faculty with individual and group training sessions that introduce new technologies and best practices in online instruction. Additionally, the Instructional Designer may assist in staff development related to instructional applications, e.g., MS Teams, Zoom, etc. Finally, the Instructional Designer partners with faculty, staff, and administration to ensure consistency in online course design. This is a campus-based position.
Provide instructional design support. Collaborate with faculty subject matter experts to provide learning design services to develop new courses, support the revision and delivery of existing courses, and propose solutions for complex challenges in online and blended learning environments.
• Support faculty, programs, and course teams to incorporate instructional design theory, teaching and learningpedagogy, and best practices in online education through course design and delivery.
• Develop course design templates, checklists, guidelines, and best practices.
• Through consultation with faculty, design and develop digital media assets to enhance instruction and support the attainment of student learning outcomes. Remain proficient in the use of digital media tools and software.
• Apply student-centered, evidence-based learning theory and best practices to course design.
• Support faculty assessment of student learning outcomes, especially in integrating measurable outcomes and mappingand reporting learning outcomes in a Learning Management System.
• Utilize learning outcomes and other analytical tools to measure student outcomes.
Provide Training. Research, design, develop, administer, and facilitate group and one-on-one professional development activities for faculty.
• Training should cover various instructional design topics such as andragogical best practices, course design, learning theory, effective use of instructional technology tools, Quality Matters, accessibility, and compliance requirements.
• Training should be available in asynchronous and synchronous formats.
Project, Policy, & Process Management. Manage multiple projects on various timelines from development to delivery to assessment; collaborate with partners across-campus projects. • Demonstrate knowledge of online learning regulatory and compliance agency requirements including: UDL, ADA
• Section 508 compliance, FERPA, and other applicable laws, rules and regulations related to online learning.
• Collaborate with Disability Access Services to ensure ADA compliance of instructional materials. Review third-party
• VPAT documentation and provide feedback to faculty members to create meaningful alternatives for all students. Leadthe ADA peer review process for all curriculum and continuing education online and hybrid courses.
• Coordinate the eLearning peer-review process through continual communication to instructors whose courses are under review and work with assigned faculty teams to provide detailed feedback.
Professional Development. Monitor developments in the field of instructional design and technology to remain current on innovative and effective strategies and practices.
• Evaluate, select, and assess new instructional technology tools, strategies, and resources.
• Update job knowledge by participating in educational opportunities; reading professional publications; maintaining personal networks; participating in professional organizations.
• Support faculty, programs, and course teams to incorporate instructional design theory, teaching and learningpedagogy, and best practices in online education through course design and delivery.
• Develop course design templates, checklists, guidelines, and best practices.
• Through consultation with faculty, design and develop digital media assets to enhance instruction and support the attainment of student learning outcomes. Remain proficient in the use of digital media tools and software.
• Apply student-centered, evidence-based learning theory and best practices to course design.
• Support faculty assessment of student learning outcomes, especially in integrating measurable outcomes and mappingand reporting learning outcomes in a Learning Management System.
• Utilize learning outcomes and other analytical tools to measure student outcomes.
Provide Training. Research, design, develop, administer, and facilitate group and one-on-one professional development activities for faculty.
• Training should cover various instructional design topics such as andragogical best practices, course design, learning theory, effective use of instructional technology tools, Quality Matters, accessibility, and compliance requirements.
• Training should be available in asynchronous and synchronous formats.
Project, Policy, & Process Management. Manage multiple projects on various timelines from development to delivery to assessment; collaborate with partners across-campus projects. • Demonstrate knowledge of online learning regulatory and compliance agency requirements including: UDL, ADA
• Section 508 compliance, FERPA, and other applicable laws, rules and regulations related to online learning.
• Collaborate with Disability Access Services to ensure ADA compliance of instructional materials. Review third-party
• VPAT documentation and provide feedback to faculty members to create meaningful alternatives for all students. Leadthe ADA peer review process for all curriculum and continuing education online and hybrid courses.
• Coordinate the eLearning peer-review process through continual communication to instructors whose courses are under review and work with assigned faculty teams to provide detailed feedback.
Professional Development. Monitor developments in the field of instructional design and technology to remain current on innovative and effective strategies and practices.
• Evaluate, select, and assess new instructional technology tools, strategies, and resources.
• Update job knowledge by participating in educational opportunities; reading professional publications; maintaining personal networks; participating in professional organizations.
- Demonstrate and model the College’s employability skills: adaptability, communication, information processing, problem solving, responsibility, and teamwork.
Additional Duties & Responsibilities:
- Serve on college committees as requested.
- Participate in job-related workshops and training to enhance job performance.
- Attend departmental meetings and the college’s All Personnel meetings.
- Perform other duties as required or assigned.
- Working with faculty to ensure compliance with Quality Matters standards.
- Review of courses for ADA compliance.
- Faculty adoption of course templates across all GTCC disciplines.
- Faculty
- eLearning staff members
- eLearning Director
- Deans
- Associate Vice President of Instruction
- Vice President of Instruction
• Master’s degree from a regionally accredited post-secondary institution in a discipline/field currently offered at GTCC.
• Quality Matters Higher Education Peer Reviewer Certification or possess the qualifications to attain it within nine months of hire. Eligibility requirements to become a QM Certified Peer Reviewer:
1. Successful completion of the Applying the QM Rubric Workshop and the Peer Reviewer Course. 2. Current for-credit online teaching experience (within the last 18 months).
3. Complete an Application and a Memo of Understanding. Submit to QM.
4. Be a current Higher Education Subscriber (Affiliated with an institutional subscriber or Individual Subscription) Please see the attached web link for more information about the requirements- https://www.qualitymatters.org/professional-development/courses/higher-ed-prc.
• Quality Matters Higher Education Peer Reviewer Certification or possess the qualifications to attain it within nine months of hire. Eligibility requirements to become a QM Certified Peer Reviewer:
1. Successful completion of the Applying the QM Rubric Workshop and the Peer Reviewer Course. 2. Current for-credit online teaching experience (within the last 18 months).
3. Complete an Application and a Memo of Understanding. Submit to QM.
4. Be a current Higher Education Subscriber (Affiliated with an institutional subscriber or Individual Subscription) Please see the attached web link for more information about the requirements- https://www.qualitymatters.org/professional-development/courses/higher-ed-prc.
Doctoral degree in Curriculum & Instruction, Distance Education, Learning/Instructional Design, or Educational Learning Technology from a post-secondary institution.
• One year instructing post-secondary online: credit-bearing college courses or faculty professional development training.
• Two years experience with instructional design and curriculum development incorporating technologies across all modalities of instruction, i.e., blended, hybrid, and online.
• Experience using a learning management system such as Moodle, Canvas, Blackboard, etc.
• Experience with cloud-based and content authoring software such as Adobe Captivate, SoftChalk, Camtasia, etc.
• Two years experience with instructional design and curriculum development incorporating technologies across all modalities of instruction, i.e., blended, hybrid, and online.
• Experience using a learning management system such as Moodle, Canvas, Blackboard, etc.
• Experience with cloud-based and content authoring software such as Adobe Captivate, SoftChalk, Camtasia, etc.
• Greater than one year of designing and instructing post-secondary online: credit-bearing college courses, community college continuing education courses, or faculty professional development training.
• More than two years experience with instructional design and curriculum development incorporating technologies across all modalities of instruction, i.e., blended, hybrid, and online.
• Experience with the Americans with Disabilities Act and Section 508 standards in the creation of instructional content
• Experience with instructional design processes, e.g., ADDIE, UDL, TPACK, etc.
• Experience developing, implementing, and supporting successful faculty development programs regarding optimal instructional design, i.e., workshops, online modules, etc.
• Participation and leadership in local, regional, or national groups/organizations focused on distance/online learning, e.g., NC3ADL, Educause, OLC, etc.
• More than two years experience with instructional design and curriculum development incorporating technologies across all modalities of instruction, i.e., blended, hybrid, and online.
• Experience with the Americans with Disabilities Act and Section 508 standards in the creation of instructional content
• Experience with instructional design processes, e.g., ADDIE, UDL, TPACK, etc.
• Experience developing, implementing, and supporting successful faculty development programs regarding optimal instructional design, i.e., workshops, online modules, etc.
• Participation and leadership in local, regional, or national groups/organizations focused on distance/online learning, e.g., NC3ADL, Educause, OLC, etc.
The Instructional Designer shall possess an understanding of and commitment to the nature and role of the Community College, particularly its “open door” policy. He/she shall have demonstrated personal and professional competence for the responsibilities assigned.
• Multi-task projects. Ask for immediate assistance to delegate and set priorities
• Respect diversity and promote an inclusive, culturally responsive environment
• Adapt to the changing nature of the college calendar. Respond accordingly based on the demands on eLearning
• Demonstrate through instructional design the importance of a learner-centered environment
• Communicate and promote eLearning with a wide range of individuals and constituents
• Demonstrate initiative, independent judgment, diplomacy, and service-oriented attitude
• Demonstrate ability to meet deadlines
• Demonstrate organizational, interpersonal, oral, and written communication skills
• Multi-task projects. Ask for immediate assistance to delegate and set priorities
• Respect diversity and promote an inclusive, culturally responsive environment
• Adapt to the changing nature of the college calendar. Respond accordingly based on the demands on eLearning
• Demonstrate through instructional design the importance of a learner-centered environment
• Communicate and promote eLearning with a wide range of individuals and constituents
• Demonstrate initiative, independent judgment, diplomacy, and service-oriented attitude
• Demonstrate ability to meet deadlines
• Demonstrate organizational, interpersonal, oral, and written communication skills
The following (compliance) training is required and must be completed within the first 30 days of hire with annual refresher training thereafter:
• Ethics
• Safety/Shooter on Campus
• Personal Information Protection Training (PIP)
• Anti-Discrimination/Harassment & Title IX
• Other training may be required as determined applicable.
• Ethics
• Safety/Shooter on Campus
• Personal Information Protection Training (PIP)
• Anti-Discrimination/Harassment & Title IX
• Other training may be required as determined applicable.
Physical Activity: Primarily sitting
Environmental Hazard(s): <15%
Lifting: <= 20lbs.
1. Must be able to get to other offices, buildings, campus locations and off-site locations as necessary to complete requirements of the job.
2. Typical day shift 40-hour workweek, but must be able to work on-campus flexible hours, if needed.
3. Physical requirements include periods of sitting at a computer and standing
4. Must be able to lift, pull/push and carry up to 20 pounds.
Other:
1. Criminal history checks, with acceptable results, are required.
Environmental Hazard(s): <15%
Lifting: <= 20lbs.
1. Must be able to get to other offices, buildings, campus locations and off-site locations as necessary to complete requirements of the job.
2. Typical day shift 40-hour workweek, but must be able to work on-campus flexible hours, if needed.
3. Physical requirements include periods of sitting at a computer and standing
4. Must be able to lift, pull/push and carry up to 20 pounds.
Other:
1. Criminal history checks, with acceptable results, are required.
This job is no longer available.
Guilford Technical Community College
Jamestown, NC