Instructional Design Assistant

About Queen's University

Queen’s University is the Canadian research intensive university with a transformative student learning experience. Here the employment experience is as diverse as it is interesting. We have opportunities in multiple areas of globally recognized research, faculty administration, engineering & construction, athletics & recreation, power generation, corporate shared services, and many more.

We are committed to employment equity and diversity in the workplace and welcome applications from individuals from equity seeking groups such as women, racialized/visible minorities, Indigenous/Aboriginal peoples, persons with a disability, persons who identify in the LGBTQ+ community and others who reflect the diversity of Canadian society.

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Job Summary

The Office of Professional Development and Educational Scholarship (OPDES) offers a variety of academic services to meet the educational and research needs of Queen’s Health Sciences (QHS). Services include individual, departmental, faculty-wide, and institutional consultations on all aspects of the educational process at the faculty level; providing support and leadership with curriculum and course design and development; building and maintaining courses for online delivery; assessment strategies; program evaluation; research on teaching and learning; and accreditation.

The Course Development team within OPDES specializes in online and blended learning for undergraduate, graduate, and continuing professional development courses within the health sciences. We specialize in the design and development of state-of-the-art, learner-centred, interactive, and engaging online learning modules for leaders in Canadian health education.
Reporting to the Manager of Course Development and receiving work direction from the Manager of Course Development and Lead Instructional Design Assistants (LIDAs), the Instructional Design Assistant (IDA) is a member of the Course Development team in OPDES.

The primarily role of an IDA is to apply their knowledge and expertise as recent students/lifelong learners to enhance the learning experience through educational best practices, instructional design principles, and online learning standards in online and blended courses. As an IDA, you will work directly with the content provided by Subject Matter Experts and transform it into a “storyboard” that outlines interactions, formative testing opportunities, and multimedia. IDAs bring their perspectives as former students/lifelong learners to advocate on behalf of learners, ensure their learning needs are met, and ultimately enhance the learning environment.

The Course Development team prides itself as being a highly collaborative, diverse, and interprofessional team. You will work in a team with 2-4 other IDAs under the guidance and
mentorship of a Lead Instructional Design Assistant and an Educational Development and Instructional Designer. Other members of the Course Development team include Education and User Experience Designers, Learning Management System Specialists, and Educational Technology Assistants. No prior instructional design experience is necessary as training and guidance will be provided. Candidates are encouraged to utilize their knowledge and experience as a student to advocate for learners using a learner-centred approach and reverse mentorship model to enhance the overall learning experience. A reverse mentorship model flips the traditional roles of mentorship; students take on the role of mentors for course instructors throughout the course development process.

We will provide comprehensive training on instructional design principles, online learning best practices, and how to create courses that are effective, engaging, and interactive. IDAs will also have the opportunity to participate in professional development (including various courses, workshops, webinars, etc.) and set professional goals in collaboration with their manager.
Online learning is quickly growing within the education industry, making this a great opportunity for someone to join a team where they can learn about both health sciences and education and be ready for the opportunity this growth will present. Your knowledge and experience as a former student/lifelong learner, in collaboration with our knowledge of instructional design principles and online learning best practices, will ensure our team is creating the high-quality courses expected from Queen’s University.

Visit our website to learn more about the Course Development team: https://healthsci.queensu.ca/opdes/course-development.

Watch a video to learn more about the IDA role from a former IDA:
https://healthsci.queensu.ca/opdes/about-us/join-our-team.

Please note that you must submit a resume and cover letter as part of your application to this role.

Job Description

KEY RESPONSIBILITIES:
• Assist the Course Development team in the creation of online learning modules for faculty members and Subject Matter Experts.
• Apply current course development best practices to storyboard online learning modules according to vision and expectations of Faculty members and with the support of LIDAs and Educational Development and Instructional Designers.
• Source and collect various types of information for learning modules, including but not limited to, conducting supplementary research, ensuring contextualization of content, researching and curating appropriate multimedia for modules and developing level-appropriate learning activities.
• Participate in the quality assurance process to provide learner-centred feedback pertaining to logical information chunking, flow of content, and user experience.
• Complete other duties and special projects as assigned in support of the team.

REQUIRED QUALIFICATIONS:
• Two (2) year post-secondary program in a relevant field (i.e., Health/Life Sciences, Biology, Psychology, or Education) is required.
• A university degree in a relevant field would be considered an asset.
• Experience with Microsoft Office Suite, Learning Management Systems (LMS), and website technology considered an asset.
• Demonstrated competence in training or quality assurance processes and procedures.
• Consideration may be given to an equivalent combination of education and experience.

SPECIAL SKILLS:
• Demonstrated commitment to indigenization - equity, diversity, inclusion, anti-racism, and accessibility (I-EDIAA) in educational or professional settings.
• Excellent computer skills with an ability to learn and adapt to emerging technologies.
• Demonstrated ability to work independently, with minimal supervision, as well as cooperatively as part of an interdisciplinary team.
• Strong communication skills with emphasis on writing and editing course related materials on various platforms.
• Good analytical and problem-solving skills specifically an ability to critically analyze course content and create purposeful, level-appropriate learning activities.
• Excellent organizational skills for dealing with multiple demands and meeting deadlines.
• Ability to set priorities when duties appear to compete and when there are frequent interruptions.

DECISION MAKING:
• Able to determine when to utilize own judgment or defer to other team members.
• Determine the best recommendations to make to the Course Development team regarding improvements to the structure and quality of courses on the basis of best practices and feedback from students and Instructors.
• Recognize when the timely completion of a project is in jeopardy and bring that to the attention of a supervisor and/or the Course Development team.
• Decide when to defer issues to other staff based on their roles, responsibilities, and expertise.
• Make recommendations for new or additional services and systems to better meet the needs of the Course Development team.
• Make decisions about the best formats, structure, language, etc. in drafting documentation for Course Development team.

Employment Equity and Accessibility Statement

The University invites applications from all qualified individuals. Queen's is strongly committed to employment equity, diversity, and inclusion in the workplace and encourages applications from Black, racialized persons, Indigenous people, women, persons with disabilities, and 2SLGBTQI+ persons. In accordance with Canadian Immigration requirements, priority will be given to those who are legally eligible to work in Canada.

The University provides support in its recruitment processes to all applicants who require accommodation due to a protected ground under the Ontario Human Rights Code, including those with disabilities.