Learning Designer Full time, Maximum-term Contract to 21 December 2018 Bankstown, Sydney Would you like to play a central role in the Government Services Teaching and Learning team? We are looking for someone passionate about creating online resources for English language learners who has relevant and up-to-date knowledge of current and emerging online learning technologies and a good understanding of approaches and methodologies consistent with the principles of adult learning. You will work as a key member across both the Teaching and Learning team and the Digital Innovation Team, working alongside Learning Designers and Digital Innovation Leads to develop engaging online resources for the SEE and AMEP programs and other courses as we expand into new markets. We are looking for someone with an innovative and creative approach to the investigation and implementation of technology developments in learning. This exciting position would suit a dynamic individual with proven experience in learning technology, accompanied by excellent communication and organisational skills. You will have proven experience of developing interactive, multimedia learning materials using a range of tools. You will ideally have experience of using Virtual Learning Environments (VLE) / Learning Management Systems. This position would suit a self-starter who can work independently, who has shown excellence in developing learning resources and who can provide a variety of examples of previously developed resources that meet the needs of our learners. Your day-to-day activities will include: 1.
Developing concepts for resources for different programs and developing the concept with key program stakeholders to meet the needs of our learners in an engaging way
2.
Applying your learning design to different online environments: LMS, Google apps, Virtual reality and Augmented reality
3.
Attending weekly Teaching and Learning / Digital Innovation team meetings and training opportunities to stay abreast of current developments in our business unit
4.
Working alongside the Digital Innovation team in a ‘train the trainer’ approach for using your resources with learners.
5.
Assisting in the design, development and ongoing maintenance of learning resources for Learning Hubs across the business unit.
6.
Working with the Manager, Digital Innovation to develop teaching and learning resources for new technology integrations as the need arises E.g. VR, AR, Google apps etc.
Essential • • • • • • • • • • • •
A recognised Bachelor degree and TESOL qualification TAE40110 Certificate IV in Training and Assessment, or a diploma qualification in adult education (e.g. Diploma in TESOL) Minimum level of English equivalent to IELTS Score 8 At least 5 years’ experience teaching English language to adults Demonstrated ability to develop client-focused academic resources using curricula and/or frameworks such as CSWE and ACSF Demonstrated capacity to use MS office suite and Google apps Demonstrated experience in instructional design with instructional technology Understanding of instructional design theories, practices and methods and how they apply to the development of foundation skills Knowledge of core technology used in Navitas English classroom delivery and ability to create learning using online spaces, iPads for low literacy, Chromebooks and Google Apps Ability to work independently and as part of a team Willingness to participate in a critical review process Demonstrated high level interpersonal, written and verbal communication skills in a multicultural learning environment
Desirable • • • • •
A Masters in Educational technology / Education with a focus on technology enhanced learning A good working knowledge of Web 2.0 tools that can be integrated with an LMS Strategies for integrating Web 2.0 tools within face-to-face classrooms A strong personal learning network and examples of socially constructed learning through projectbased learning An interest in storyboarding
To explore the post further please refer to the more extensive PDS here (provide link). The Navitas Group offers outstanding long-term career opportunities within Australia and abroad, and is values driven and an equal opportunity employer. While this is a full time position, consideration will be given to suitable applicants who prefer part time or a temporary teacher time release arrangement. Enquiries and applications, including a cover letter addressing the selection criteria and resume, should be sent to Denise Isik, Manager for Research, Quality and Compliance (
[email protected]). Applications must be received by 5.00pm Monday 11 June 2018.
Position Description Learning Designer Division:
Careers and Industry
Business Unit:
Government Services
Reports To:
Manager, Research, Quality and Compliance with dotted line to Manager, Digital Innovation
Responsible For:
Developing high-quality, compliant and innovative learning experiences and resources
1.
Overview and Objectives of the Position
Overview The Learning Designer is responsible for development of high-quality, compliant and innovative assessment and training resources and learning experiences in accordance with Navitas English guidelines and instructions, government contract requirements and the Standards for RTOs 2015. Objectives • • • •
2. • • • • •
Create and pilot teaching and learning resources to support development of language, literacy and numeracy and core skills for work Identify texts and other training resources to support assessment task development Create, pilot and validate tasks for initial, progress and final assessment mapped to the ACSF and/or CSWE, FSK and CGEA curricula Deliver information sessions/training/professional development or task validation sessions as relevant
Key Relationships Manager, Research, Quality and Compliance Manager, Digital Innovation Academic Team Leaders Trainers External stakeholders
3. Key Result Areas (Areas of Accountability and Responsibility) Development of Resources and the Learning Experience Ensures high-quality delivery of services to clients by: • • • • • • • •
developing high-quality language, literacy and numeracy assessments for initial, progress and final assessment in the AMEP and SEE programs, mapped to the ACSF developing assessment tasks for CSWE, FSK and CGEA curricula mapped to the ACSF as relevant identifying texts and other training resources to support assessment task development providing information sessions/training/professional development or task validation sessions, as relevant creating learning resources which address and meet clients’ and program requirements, and which motivate, engage and retain clients e.g. vocational training and employment goals and contexts incorporating client-centred, real-world and project-based learning with sound pedagogical rationale working both independently and within a small team to agreed objectives and to provide and respond to constructive feedback during the design process providing resources to trainers and clients to be accessed through core technologies e.g. FUSE (social learning tool), Canvas (Learner Management System) and other technologies.
Reporting and Administration Provides relevant and current advice on program resources by:
• •
promptly and accurately providing records of new resources to the Manager, Research, Quality and Compliance reporting on latest emerging trends in learning design, resource development and feedback from sites
Professional Development Ensures currency of knowledge, skills, materials and modes related to language/literacy and numeracy training and assessment by: • • • • • • • •
keeping up-to-date with emerging resources related to learning English contributing to the development and implementation of annual professional and curricula development plans implementing and modelling high standards of work practice and reviewing and critically evaluating own and others’ practices maintaining currency on professional knowledge, skills and qualifications in the area of TESOL, VET, adult learning, language, literacy and numeracy teaching and assessing to remain compliant with RTO Standards and contract requirements participating in and contributing to meetings and professional and curriculum development programs and taking responsibility for personal professional development maintaining up-to-date professional knowledge and skills in the use of technology in the classroom attending and contributing to staff meetings to ensure clients’ interests continue to be addressed maintaining effective links with external training providers in regard to course resources.
Other • • • •
Seeking continuous improvement in delivery of programs and services, and implementing and modelling high standards of work performance liaising with and actively promoting Navitas English’s programs, services and expertise in professional forums, and to organisation and clients Participating in and contributing to professional development programs Legislative compliance for the health and safety of staff and students at Navitas English.
4.
Selection Criteria (Qualifications, Skills and Experience)
Essential • • • • • • • • • • • •
A recognised Bachelor degree and TESOL qualification TAE40110 Certificate IV in Training and Assessment, or a diploma qualification in adult education (e.g. Diploma in TESOL) Minimum level of English equivalent to IELTS Score 8 At least 5 years’ experience teaching English language to adults Demonstrated ability to develop client-focused academic resources using curricula and/or frameworks such as CSWE and ACSF Demonstrated capacity to use MS office suite and Google apps Demonstrated experience in instructional design with instructional technology Understanding of instructional design theories, practices and methods and how they apply to the development of foundation skills Knowledge of core technology used in Navitas English classroom delivery and ability to create learning using online spaces, iPads for low literacy, Chromebooks and Google Apps Ability to work independently and as part of a team Willingness to participate in a critical review process Demonstrated high level interpersonal, written and verbal communication skills in a multicultural learning environment
Desirable • • • • •
A Masters in Educational technology / Education with a focus on technology enhanced learning A good working knowledge of Web 2.0 tools that can be integrated with an LMS Strategies for integrating Web 2.0 tools within face-to-face classrooms A strong personal learning network and examples of socially constructed learning through projectbased learning An interest in storyboarding
