HRTMS Job Description Management
| Associate Instructional Designer INSTRUCTIONAL DESIGNER 3 (006148) UCPath Position ID: TBD_390 | | |
Position Description History/Status | Approved Date: | 7/9/2025 6:12:03 PM | Date Last Edited: | 7/9/2025 6:11:55 PM | Last Action Effective Date: | | Organization Details | Business Unit (Location): | LACMP | Organization Code: | 3500O | Organization: | UCLA TEACHING AND LEARNING | Division Code: | 3510D | Division: | UCLA TEACHING AND LEARNING DIV | Department: | 350200 - INSTRUCTIONAL DESIGN & MEDIA PRODUCTION | Position Details | UCPath Position Number: | TBD_390 | Position Description ID | 172417 | UC Payroll Title: | INSTRUCTIONAL DESIGNER 3 (006148) | Business Title: | Associate Instructional Designer | Personnel Program | Professional and Support Staff (PSS) | Salary Grade: | Grade 21 | Job Code FLSA: | Exempt | Union Code (Collective Bargaining Unit): | 99: Non-Represented (PPSM) | Employee Relations Code: | E: All Others - Not Confidential | Employee Class (Appt Type): | 2 - Staff: Career | Full-Time Equivalent (FTE) | 1 | SUPERVISION | UCPath Reports to Position Number: | 41091232 | Reports to Payroll Title: | Director of Instructional Design and Media Production | UCPath Department Head Position Number: | 41017563 | Department Head Payroll Title: | Vice Provost for Teaching and Learning | | | |
Level of Supervision Received | GENERAL SUPERVISION - Indicates that the incumbent develops procedures for performance of variety of duties; or performs complex duties within established policy guidelines. |
POSITION SUMMARY | Instructional Designers will advance the UCLA Teaching and Learning Center (TLC) mission to elevate teaching excellence by engaging our community of educators across the disciplines in equity-minded, research-based, and technology-enhanced pedagogical practices and data-informed, strategic instructional innovation at the course, curriculum, and program levels. Specifically, the Associate Instructional Designer (Instructional Designer 3) will be responsible for the planning and development of digitally accessible, innovative, and inclusive on campus, online, and hybrid courses that leverage interactive multimedia content and appropriate, mobile-friendly educational technology and tools to engage diverse learners and support their achievement of course and/or program goals. The Associate Instructional Designer will build content in the learning management system (e.g., Canvas) using various software applications, shaping curricular content into coherent instructional modules that support knowledge acquisition and application through aligned learning objectives, assessments, and activities. The incumbent is an experienced professional with in-depth knowledge of and ability to leverage educational and emergent technologies (including artificial intelligence) and apply instructional design models, evidence-based pedagogical approaches, curriculum development frameworks, adult learning theories, digital accessibility guidelines, usability standards, needs analysis, and course evaluation tools in the creation and effective delivery of course content. In advising instructors and other subject matter experts through on-campus and online consultations, the Associate Instructional Designer demonstrates a high degree of collaboration and diplomacy skills and an ability to proactively engage in problem analysis and creative solutions. In collaboration with technical teams, including media production staff in the TLC studios and instructional technologists supporting the Bruin Learn ecosystem (Canvas + various educational technology tools), the incumbent solves complex content or delivery related issues during implementation of new or revised courses. The Associate Instructional Designer interacts with a range of audiences and campus stakeholders, including faculty, graduate students, administrators, various TLC personnel, and partners in other teaching support units across campus. The incumbent takes initiative, works independently with minimal direction for ongoing course design projects, and attends to multiple projects to meet deadlines. In addition to course design and consultation responsibilities, the Associate Instructional Designer offers professional learning programs for UCLA instructors and graduate student teaching assistants (TAs); these may include on campus workshops and institutes as well as online webinars. The incumbent also will contribute content to TLC teaching guides and other online, on-demand resources and campus communications promoting instructional design services offered by the TLC. May be asked to engage in special projects. The position is directly supervised by the Director of Instructional Design & Media Production, who also assigns duties and course design projects. The incumbent independently prioritizes and completes tasks. The instructional designer collaborates with instructors and other subject matter experts; other instructional designers, media production (studio) staff, and academic and administrative staff within the TLC and across campus; and instructional technologists, particularly those administering Bruin Learn. The incumbent meets with supervisor and engages in other group meetings as directed on an established basis. This position is eligible for a hybrid work arrangement within the state of California. The incumbent must reside within the state of California or be willing to relocate. | | | |
Department Summary | The Teaching and Learning Center (TLC) supports UCLA's community of educators in engaging in equity-minded and research-based teaching practices in support of diverse learners, advancing instructional innovation and pedagogical research, and celebrating inclusive excellence in teaching. To realize this mission, the TLC collaborates with instructors, leadership, and various campus partners to champion visionary ideas and forward-thinking initiatives that transform and elevate the teaching enterprise. |
Key Responsibilities and Essential Functions | Function | Responsibilities | % Time | Course Design and Curricular Development | • The Associate Instructional Designer (Instructional Designer 3) will collaborate with instructors and other subject matter experts (SMEs) to improve, (re)design, develop, plan, and support the creation of high-quality, coherent, interactive, and digitally accessible courses appropriate for delivery in various instructional modalities (on campus, online, hybrid); the Associate Instructional Designer will support design and development of up to 10 new courses per year and revisions for up to 15 existing courses or eLearning components used in hybrid and/or on campus courses across UCLA schools and units, including UCLA Extension, Interdisciplinary Programs, and Graduate Programs. • In the course of this work, the Associate Instructional Designer will: Prepare detailed course documentation [e.g., statement of work (SOW) agreements, course road maps or outlines, design elements for storyboards supporting media/multimedia creation during pre-production, quality assurance reports, etc.) through consultations with instructors and subject matter experts to understand their vision for the course; this documentation will include and shape the following components of an instructional module or course: - Student-centered and measurable, time-bound learning objectives - Compelling, instructor- or SME-delivered course content - Learning activities that scaffold and support delivery of engaging, accessible course content and students’ progress towards achievement of learning objectives - Assessments that integrate instructor’s course content and align with learning objectives and activities - Additional course resources and eLearning objects, including readings, videos, audio materials such as podcasts, and interactive learning activities using multimedia - Interactive, mobile-friendly educational technology applications and learning management system (LMS) tools that facilitate student engagement and learning (e.g., student response systems, collaborative online workspaces, AI tools). • In consultation with instructors and SMEs, organize and edit course content in ways that promote learner engagement and knowledge acquisition; repurpose, reuse, and/or redesign existing course materials as necessary. • Engage instructors and SMEs to determine pedagogical strategies for delivery of course content and effective use of multimedia, artificial intelligence (AI), and educational technology. Recommend teaching methodologies and suitable educational technology and LMS tools that support the proposed vision for the course, reflect best practices in instructional design, are guided by learning theory and informed by research/evidence. Collaborate with instructors, studio team, and educational technology staff to develop course materials, and align documentation, according to an established schedule / course production cycle. • Utilize instructional design software to deploy course content; build the course in the LMS (e.g., Canvas) and draft a plan for maintenance of those assets (media and courses) in subsequent terms. • Engage in quality assurance including iterative review, testing, and troubleshooting media and/or educational technology; ensure that all aspects of course design and delivery conform to UC, UCLA, and/or industry standards, including UCLA distance education policies for undergraduate and graduate coursework, safeguards of personal information and intellectual property, WCAG accessibility standards, and copyright requirements for embedded media and content not created by the instructor or SME. • Design and implement surveys and assessment tools to measure effectiveness of course design and delivery of instruction. • Engage in cross-unit programming development, supporting the design and launch of TLC professional development courses and eLearning modules for instructor and student audiences, applying same design principles as used in course / curriculum development efforts. | 60% | Consultations and Training | • Respond to instructors and departments or programs requesting consultations and training on course design and delivery. • Advise instructors on processes to identify student learning needs, in the development and/or modification of learning objectives and aligned assessments for their courses, in designing appropriate course related instructional methodologies and evaluating and selecting suitable educational technology and LMS tools to deliver course content, and of techniques to use in evaluating student outcomes. • Be proactive in researching and becoming familiar with the ecosystem of educational technology and tools within Bruin Learn (Canvas + educational technology) as well as AI tools. • Develop programming, including consultations and other services, workshops and online webinars as well as on-demand resources, to support instructor adoption of the ecosystem of educational technology within Bruin Learn as well as AI tools. • Conduct on campus workshops and online webinars for instructors and graduate student teaching assistants (TAs) on designing and teaching courses in different instructional modalities (on campus, online, hybrid). • Participate in the development of resources including online teaching guides, toolkits, and on-demand eLearning modules that promote digital literacy among instructors and innovation in teaching; contribute to the growth of campus repositories for eLearning assets appropriate for repurposing, reuse, or redesign. • Participate in on campus and virtual events such as knowledge shares and course design showcases delivered to campus stakeholders that highlight best practices, lessons learned and/or research findings from course design projects done in collaboration with UCLA instructors and supported by TLC. | 20% | Ongoing Course Support | • During initial term a course launches, monitor course activities and provide assistance and support to instructors and teaching assistants. • Analyze course surveys and data from other assessment tools, including analytics generated by the LMS and educational technology used in the course; ensure privacy and confidentiality of FERPA-protected data in the analysis; summarize findings and recommend changes to instructor for improvements in subsequent iterations of the course. • Finalize plans for maintenance of course and media assets in subsequent terms to facilitate handoff to instructors; update SOW documentation if ongoing course support needs exceeds TLC standards of practice. | 10% | Department Representative and Campus Engagement | • Attend and fully participate in meetings with supervisor, TLC staff, and other campus stakeholders as requested. • Utilize TLC protocols and software for project management, effort tracking, electronic communications, and content archiving. • Serve as subject matter expert in creating content for TLC website resources promoting high-quality on campus, online, and hybrid education; consistently engage with TLC staff to strategically promote and communicate news, resources, and events related to instructional design and media production via TLC website, newsletter and/or listserv, and social media platforms. • Participate in campuswide and UC systemwide communities of practice to share knowledge, research and best practices. | 5% | Other Duties as Required | Perform other related duties and participate in special projects as assigned. | 5% | | | | | |
Other Requirements - Applies to all Positions | • | Performs other duties as assigned. | • | Complies with all policies and standards. | • | Complies with the University of California, Los Angeles (UCLA) Principles of Community. | • | This position description is not intended to be a complete list of all responsibilities, duties or skills required for the job and is subject to review and change at any time, with or without notice, in accordance with the needs of the organization. | | | |
Educational Requirements | Education Level | Education Details | Required/ Preferred | And/Or | Bachelor's Degree | B.S. degree in an area related to education, communications, educational technology, instructional systems, or other academic discipline and/or equivalent experience and training. | Required | | | | | | | | |
Experience Requirements | Experience | Experience Details | Required/ Preferred | And/Or | Minimum of 3 Years of Experience | Minimum of 3 years of experience in designing high quality academic courses for online delivery and/or re-designing traditional on campus courses for delivery via online instructional modalities. | Required | | | | | | | | |
Knowledge, Skills and Abilities | KSAs | Required/ Preferred | B.S. degree in an area related to education, communications, educational technology, instructional systems, or other academic discipline, or equivalent experience and/or training and minimum of 3 years experience in designing high quality academic courses for online delivery and/or re-designing traditional on campus courses for delivery via online or hybrid instructional modalities. | Required | Thorough knowledge of and ability to use curriculum mapping to understand how work within one course may impact work being done on other courses within a departmental curriculum or multidisciplinary program; thorough analytical skills to conduct analysis and develop recommendations, demonstrating organizational and problem-solving skills. | Required | Skill in working independently, balancing multiple projects, meeting deadlines, and following through on duties with minimal supervision, ability to interact effectively in a team environment with strong collaboration and interpersonal skills, experience teaching and/or training in college or university context. | Required | Excellent verbal and written communication skills, including online etiquette when engaging in remote videoconference meeting (e.g., video camera on , chat discussions); ability to negotiate with instructors and other subject matter experts in the design of content and student-centered learning experiences. | Required | Thorough knowledge of instructional design models and frameworks, instructional approaches / classroom teaching in higher ed, adult learning theories, accessibility, usability, needs analysis, learning objective design and assessment, and course evaluation tools. | Required | Experience with learning management systems (preferably Canvas) and thorough knowledge of eLearning strategies, including, but not limited to, courses (e.g., project management processes, course design cycles, instructional design software and authoring tools, educational technologies and multimedia). | Required | Advanced ability to plan, document, and monitor effective course design cycles and offer performance solutions to support and improve processes; knowledge in conducting specialized training in instructional design tasks, multimedia integration, and educational technology adoption. | Required | Experience in using and instructing others in one or more of the following areas: Educational technology, instructional design software for developing interactive eLearning content (e.g., Adobe Captivate, Articulate 360), and interactive social media, multimedia, simulations, and/or gamification applications, etc. | Required | Experience in using project management tools in supporting course design/development cycles. | Required | Ability to collect data, analyze data, create reports, and prepare written communication with attention to detail and accuracy; ability to research multimedia and educational technology tools beneficial to promoting engaged teaching and learning. | Required | Some extended hours and weekends. | Preferred | Ability to work on campus with the potential for a hybrid schedule. | Required | | | |
SPECIAL REQUIREMENTS AND/OR CONDITIONS OF EMPLOYMENT |
Reporting and Background Check Requirements | Background Check: Continued employment is contingent upon the completion of a satisfactory background investigation. | Live Scan Background Check: A Live Scan background check must be completed prior to the start of employment. |
LOCATION AND PHYSICAL, ENVIRONMENTAL, MENTAL (PEM) REQUIREMENTS | Environment and Work Location Information | Environment Type: | Non-Clinical Setting | Location Setting: | Campus | Location: | Powell Library | | | |
Physical Requirements | The physical requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. | Physical Requirements | Never 0 Hours | Occasional Up to 3 Hours | Frequent 3 to 6 Hours | Continuous 6 to 8+ Hours | Is Essential | Standing/Walking | | X | | | | Sitting | | X | | | X | Bending/Stooping | | X | | | | Squatting/Kneeling | | X | | | | Climbing | X | | | | | Lifting/Carrying/Push/Pull 0-25 lbs | | X | | | X | Lifting/Carrying/Push/Pull 26-50 lbs | X | | | | | Lifting/Carrying/Push/Pull over 50 lbs | X | | | | | Physical requirements other | X | | | | | | | | | | | | | | | |
Environmental Requirements | The environmental requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. | Exposures | Never 0 Hours | Occasional Up to 3 Hours | Frequent 3 to 6 Hours | Continuous 6 to 8+ Hours | Is Essential | Chemicals, dust, gases, or fumes | X | | | | | Loud noise levels | X | | | | | Marked changes in humidity or temperature | X | | | | | Microwave/Radiation | X | | | | | Operating motor vehicles and/or equipment | X | | | | | Exposures other | X | | | | | | | | | | | | | | | |
Mental Requirements | The mental requirements described here are representative of those that must be met by an employee to successfully perform the essential functions of this position. | Exposures | Never 0 Hours | Occasional Up to 3 Hours | Frequent 3 to 6 Hours | Continuous 6 to 8+ Hours | Is Essential | Sustained attention and concentration | | X | | | X | Complex problem solving/reasoning | | X | | | X | Ability to organize & prioritize | | X | | | X | Communication skills | | | X | | X | Numerical skills | | X | | | X | Mental demands other | X | | | | | | | | | | | | | | | |
Blood/Fluid Exposure Risk | The exposure described here is what can be expected of an employee in performing the essential functions of this position. | X | Classification 3: Position in which exposure to blood, body fluids or tissues is not part of the position description. The normal routine task involves no exposure to blood, body fluids or tissues and the employee can decline to perform tasks which involve a perceived risk without retribution. | | | |
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