EdTech 503 – Instructional Design Job Description

PART I – SYNTHESIS

This position provides leadership in the research, design, and development of instructional materials for the traditional, flipped, hybrid, and fully online K-12 classroom.

The candidate will:

  • Design and develop a wide-variety of instructional resources based on needs of staff and administration.
  • Assist administration and teachers in selecting, evaluating, and experimenting with web-based instructional technologies.
  • Develop and maintain expertise in instructional design and technology integration.
  • Design process for analyzing effectiveness of training materials and professional development.
  • Design needs assessment tools.
  • Collaborate with Directors of Secondary and Elementary Education to ensure learning objectives and instructional methods are met.
  • Support teachers in creating instructional material, activities, information resources, and evaluation methods.

Required skills/knowledge/background:

  • Masters in Educational Technology, Instructional Design, Curriculum and Instruction, or related discipline.
  • Demonstrate understanding of learning theories.
  • Communicate effectively orally and in writing.
  • Be able to analyze training needs and effectively implement solution.
  • Proficient in multiple word processing and presentation tools
  • Expertise in learning & content management systems
  • Competent in lesson building software

Desired skills/knowledge/background:

  • Experience with coding and website development.

PART II – REFLECTION

The main role of an instructional designer is to create instructional materials that teachers can implement in the classroom. Their work is done behind-the-scenes and allows teachers to focus on the implementation rather than the research.  Their role is much like an equipment manager of a football team who prepares the equipment so the players can focus on playing and not worrying if their shoulder pads are going to fit right or if their helmet has the latest concussion preventing design.

Teachers are the ones who deliver content to the students. They utilize the information and tools the instructional designer has recommended to deliver the material. Their job is made easier because of the the work done by the instructional designer. The teacher typically is an expert in one field of study and adapts instruction to their content.

There are three main differences between a teacher and an instructional designer. The first is that a teacher directly delivers content to the students and the instructional designer does not. The second is that the instructional designer develops the curriculum the teacher delivers. The teacher arranges the specific content for the curriculum, but does not develop the curriculum. The third difference between a teacher and instructional designer is that the instructional designer trains the teacher through professional development on current technologies and other curriculum implementation tools.

In my experience as an educator, I have not directly worked with an instructional designer. I feel as though I have been a teacher and instructional designer.  I have developed my instruction from professional development unrelated to my school and have integrated technology I have learned through my education and post-graduate studies.

PART III – ID Job Listings
Kansas State University Libraries, Instructional Designer – http://tinyurl.com/l7rj75m

Northern State University, Instructional Design Coordinator – http://tinyurl.com/k8duuep

San Diego Unified School District, Instructional Designer – http://tinyurl.com/nxezwwl

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Instructional Software

There are many advantages students have in today’s technology-filled world. The teacher is not the only source of knowledge, and Instruction has gone from the traditional classroom setting to a wall-less virtual classroom with a push of a button.

With so many resources available, the main problem for teachers today is trying to evaluate which resources are best for their students. Unfortunately, not all instructional software are created equal, so teachers must do some research before choosing which program to recommend or require for students. When choosing between resources, Jackson says to look for: platform requirements, goals and objectives, the content, the pedagogy, ease of use, and costs.

Here is the link to my site and presentation on The Relative Advantage of Instructional Software and my Relative Advantage Chart.

References

Jackson, G. (2000, May/June). How to evaluate educational software and websites. TechKnowLogia. 57-58.

Roblyer, M.D., & Doering, A. H. (2013). Integrating educational technology into teaching  (6th ed.). Boston, USA: Pearson Education.