Instructional Designer for School of Medicine
The School of Medicine, the state’s largest medical school, is committed to training the next generation of physicians and physician-scientists to provide high quality healthcare to patients in the state and beyond. The School of Medicine is looking for a creative and energetic individual to work collaboratively with faculty and staff on the creation of new course materials and adaptation of existing course materials as we transition to more online and blended learning. This position is also responsible for coordinating and providing professional development to clinical faculty and students on the use of e-learning platforms and emerging technologies. Along with the IT coordinator, will analyze school wide technology needs and develop a technology plan and budget.
The successful candidate will possess the following skills:
- Excellent written and oral communication skills.
- Strong collaborative skills. Be able to work with a wide variety of clinical and basic sciences faculty and staff.
- Strong project management skills. Be able to manage concurrent projects and meet multiple deadlines.
- Conduct systematic needs analysis of both curricular and technology needs.
- Develop instructional objectives and aligned assessment methodologies.
- Design, develop, implement, and manage appropriate instructional materials to meet instructional objectives.
- Proficiency in multiple software applications including Microsoft Office products, Adobe products, and ECHO lecture capture software.
- Proficiency in video/audio creation and editing.
- Proficiency in developing training documentation.
- Knowledge of adult learning principles.
Additional desired skills:
- Grant proposal and scientific manuscript writing skills.
- Administration of a course management system (MEDMap is a locally developed LMS).
- Survey administration software skills.
- Social media skills, especially using Twitter, Google+, and Facebook for educational purposes.
- Mobile applications development.
• Master’s degree or higher in educational technology, instructional design or related field,
• Three years of experience in instructional design; healthcare setting a plus.
1. What are teachers expected to do that instructional designers are not? Teachers are expected to teach. They implement the materials designed by the instructional designer. They are subject matter experts or close to it and help inform instructional designers on the content that will be included in the delivery platform they design. Teachers must manage a classroom. They are more concerned with local (ie classroom) needs assessment.
2. What are instructional designers expected to do that teachers are not? Instructional designer are designers. They design the delivery tools for teachers. They are design experts and help inform teachers of more efficient ways to deliver content. They must manage a whole project or school not just a single classroom. They are more concerned with broader needs assessments.
3. What are the three major differences between a teacher and an instructional designer?
a. Duty or audience: teachers have a duty to the individual student. They must facilitate learning of the individual. Instructional designers have a broader audience of multiple teachers, potentially multiple departments, an entire business, etc. They facilitate the learning of many.
b. Knowledge and skill sets: teachers are subject matter experts and delivery experts. They take what is designed and try to individualize it for each learner. Instructional designers are creation experts. They try to design for the masses. They have broader knowledge of tools, development, program planning and assessment, etc.
c. Work environments: for the teacher it’s the classroom, whether virtual or terrestrial. It’s somewhat of a constant. Also teaching is a continuous process. Instructional designers have a much broader and more varied work environment. It might be the computer lab one day and dean’s office the next. Their work is more episodic, moving from project to project.
The above questions were somewhat hard for me to answer at first because the answers to the above questions are very contextual. Teachers at the medical school level are very different from that of the K-12 level. Teaching is often only a small part of what we do. There’s also clinical work, research, administrative duties, etc. Most, if not all, teachers at my medical school are both “instructional designers” (though not formally trained) and teachers (few formally trained). So the lines between instructional designer and teacher were blurred for me. What I have learned from this exercise is the more advanced skill set that trained instructional designers possess compared to amateurs.
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