Learning Experience Designer

GENERAL SUMMARY: As a member of the Instructional Design team within Faculty Services, the Learning Experience Designer (LED) member plays an essential role in enhancing educational success by consulting with faculty to establish instructional goals and course development solutions. This mid-level position involves closely collaborating with faculty to adopt appropriate learning technologies and promoting innovative teaching methods and pedagogical approaches. The LED is responsible for developing and implementing a range of resources and services, from tailored training programs and online materials to advanced instructional technology applications.

The LED also assists faculty in creating assessments and evaluation criteria, providing feedback and opportunities for improvement, and offers workshops and webinars on instructional design and technology use. Maintaining expertise in instructional design principles and staying updated on emerging technologies is crucial. The LED actively explores instructional technology trends to address teaching challenges and fosters strong professional relationships with colleagues across campus and other educational institutions.

PRINCIPAL DUTIES AND RESPONSIBILITIES:

• Consults with faculty to understand their instructional goals and desired learning outcomes to provide practical solutions for course and academic activity development and design.
• Collaborates with faculty to identify and implement suitable learning technologies to support educational goals and offer guidance on optimizing the use of existing instructional tools.
• Promotes the adoption of innovative learning technologies, instructional strategies, and pedagogical approaches and works with faculty to explore and incorporate emerging instructional technologies and teaching methodologies.
• Investigates innovative and effective uses of instructional technology in teaching and learning, and supports academic tools and platforms available for courses and programs.
• Develops resources and services, including tailored training programs, documentation, online reference materials, learning modules, and seminars ranging from basic online course management skills to the advanced applications of technology in teaching.
• Collaborates with faculty and program staff in developing and implementing assessments and evaluations for in-person, online, and hybrid courses.
• Offers individual faculty and staff consultations and delivers group workshops and webinars on instructional design methods and using technology in teaching.
• Maintains a thorough knowledge of instructional design principles, Universal Design for Learning (UDL), and emerging applications of instructional technology.
• Evaluates and pilots innovative learning tools, technologies, and AI solutions to enhance teaching and learning experiences.
• Maintains professional expertise in teaching and learning with technology and quality assurance processes and course evaluation, including: learning management systems (LMS), generative AI tools, immersive technologies, adaptive learning tools, web conferencing, and classroom technologies.
• Monitors trends, identifies opportunities, and explores innovative solutions to teaching and learning problems.
• Maintains a network of relationships with colleagues across campus, other institutions, and professional affiliations on an ongoing basis.

REPORTING RELATIONSHIP: Instructional Design and Technology Director, Faculty and Academic Services.

MEASURES OF SUCCESS:

1. Positive feedback from faculty, staff, and TAs on instructional consultations.
2. Improved faculty, staff, and TA proficiency in using available instructional technologies and resources.
3. Successful implementation of pilot projects with emerging technologies, including generative AI tools.
4. Number and quality of faculty training programs delivered annually, and quality of user support resources created.
5. Documented collaborations, partnerships, and engagement with colleagues at the university and other institutions.
6. Regular participation in professional development opportunities.

KNOWLEDGE, SKILLS, AND EXPERIENCE:

1. Master's degree or PhD in Instructional Design, Instructional Technology, or related field required.
2. A minimum of three years of professional work experience in instructional design and technology, or working with university instructors in supporting the use of technology for teaching and learning strongly preferred.
3. Teaching or training experience in a higher education environment strongly preferred.
4. High level of proficiency in adult and online learning theory and principles, and the ability to teach this information to others required.
5. Comfortable interacting with and using consultative skills with a diverse group of faculty required.
6. Experience in applying best practices of Universal Design for Learning (UDL) to assist faculty and staff in creating course materials that are accessible to all students preferred.
7. Expertise in quality assurance processes and course evaluation, particularly using the Quality Matters (QM), Online Learning Consortium (OLC), or Open SUNY Course Quality Review (OSCQR) rubrics preferred.
8. Experience with Learning Management System (LMS) and other instructional technologies to further the teaching and learning processes required (expertise in Canvas preferred).
9. Experience with exploring and implementing Generative AI applications for enhancing teaching and learning experiences strongly preferred.
10. Previous experience maintaining web resources and developing instructional materials required.
11. At least three years of experience creating documentation and delivering workshops to faculty and staff in the use of instructional technologies preferred.
12. Enthusiasm for working in a technology-driven higher education environment, including but not limited to virtual worlds, immersive learning environments, gamification, interactive applications, animations, and generative AI applications preferred.
13. Experience in conducting faculty needs assessments and developing programming in curriculum, instruction, and technology preferred.
14. Comfortable and skilled in communicating with a non-technical audience required.
15. Outstanding verbal, written, and presentation skills, as well as exceptional organizational skills and attention to detail required.
16. Has flexible work schedule with availability to work some evenings and weekends required.
17. Ability to work independently and as a member of a team, to take initiative, and adapt to dynamic and ever-changing environments required.
18. Prior experience working remotely in an effective and efficient manner is strongly preferred.
19. Ability for some limited international travel to Booth’s global locations preferred.
20. Professional demeanor, including tact, discretion, and a customer service-oriented approach required.

The University of Chicago is an equal opportunity employer and does not discriminate on the basis of race, color, religion, sex, sexual orientation, gender, gender identity or expression, national or ethnic origin, shared ancestry, age, status as an individual with a disability, military or veteran status, genetic information, or other protected classes under the law. For additional information please see the University's Notice of Nondiscrimination.