Instructional Designer
We are seeking an Instructional Designer who is a member of the Johns Hopkins University School of Medicine's Office of Online Education. This role will provide vision, leadership, and coordination for, and will design, develop, and implement face-to-face, hybrid, and fully online courses and technology-enhanced instructional materials, primarily for graduate courses delivered by the Johns Hopkins University School of Medicine (SOM). Additionally, the position will provide strategic input, support, and training for our portfolio of education technology platforms. This role will report to the director for online education, and will work closely with the members of the online education team, the Office of Graduate Biomedical Education, faculty, staff, and vendors.

Specific Duties & Responsibilities:

Specific duties and responsibilities include, but are not limited to:

• Coordinate the development of instructional materials that are functional, informative, and consistent with sound instructional design principles, including alignment of educational objectives with content, activities, and assessments.
• Provide recommendations for interface design, sequencing of instruction, use of assessments, and online interactive activities for in-person, hybrid, and blended learning, including flipped classrooms.
• Oversee the implementation of, and training on, any new Learning Management Systems (LMS) for graduate biomedical education (GBE) courses.
• Provide guidance to GBE course leaders for creation of learning tools, such as comprehensive syllabi.
• Promote the effective use of the LMS by GBE course leaders.
• Research and evaluate new and emerging technologies, instructional design theories, and approaches and policies for potential application to instructional opportunities.
• Plan, develop, and deliver cognitively sound curriculum content.
• Collaborate with teams of writers and subject matter experts to ensure instructional integrity of the course development projects through a method of systematic design and clear course standards and outcomes.
• Track compliance with federal 508 disability regulations. (Section 508 is a part of the Rehabilitation Act of 1973, which requires that electronic and information technology developed, procured, maintained or used by the federal government be accessible to people with disabilities.)
• Provide substantive editing and formatting of electronic files to meet 508 disability regulations.
• Manage project timelines and coordinate with team members and partners to meet project deliverables.
• Utilize effective communication skills to communicate with various project collaborators.
• Plan, develop, and facilitate workshops and other activities for faculty, staff, and teaching assistants on effective practices for teaching and learning. For example:
• The effective use of web-based resources and tools and multimedia technologies to implement in face-to-face, hybrid, and blended delivery.
• The importance and benefits of Universal Design for Learning (UDL) and how to implement related practices.
• The importance of consistency across lectures and how to achieve it for team-taught courses.
• How to make course materials accessible, including formatting of documents (e.g., PowerPoint presentations), and lecture recording and captioning.
• How to develop course goals and learning objectives linked to assessments.

Compile and/or develop as needed reference material for best practices in teaching GBE courses. Examples include accessible course Syllabus and PowerPoint Templates; instructions for integration of closed captioning and transcripts for e-lecture recording; and documentation for technologies and processes used in the delivery of GBE courses.

Work directly with course directors, faculty instructors, staff, and teaching assistants on specific design and delivery approaches for their courses. For example:

Ensure the accessibility of specific course material.

Generate templates and materials that can be easily updated in subsequent years (e.g., e-lectures with sections to be updated as needed).

Ensure that course goals, instructions, and expectations are clearly articulated.

Design multiple methods of assessment that map to learning objectives.

Redesign course delivery with a focus on key concepts and decreased volume of material covered, as needed.

Incorporate accurate captioning and transcripts for recorded lectures.

integrate e-lecture design for courses with flipped classroom delivery.

Design opportunities for students to engage in meaningful discussion and in teamwork.

Create opportunities for students to engage in UDL practices themselves (e.g., student-led presentations).

Review revised materials before they are finalized, such as class notes, PowerPoint presentations, and recordings.

Develop media products for use in online, hybrid, or blended courses and websites including video, audio podcasts, and graphics.

As appropriate, evaluate the instructional effectiveness of programs, courses, and training products.

Other duties as assigned

Minimum Qualifications (Mandatory):

• Bachelor's Degree in Educational Technology, Instructional Design, Instructional Technology, Curriculum Design, or other related discipline and three (3) years' of professional experience designing, developing, and managing in-person, online, blended, or other technology-mediated instruction.
• Advanced degree may substitute for experience, to the extent permitted by the JHU equivalency formula.*

* JHU Equivalency Formula: 18 graduate degree credits (semester hours) may substitute for one year of experience. For jobs where equivalency is permitted, up to two years of non-related college course work may be applied towards the total minimum education/experience required for the respective job.

** Applicants who do not meet the posted requirements but are completing their final academic semester/quarter will be considered eligible for employment and may be asked to provide additional information confirming their academic completion date.

Preferred Qualifications:

• Five year's related experience.
• Experience in adult learning, higher education, and/or science-related curriculum.
• Experience with course authoring tool such as Articulate or Captivate.

Special Knowledge, Skills & Abilities:

• Knowledge of current and emerging instructional technologies.
• Proven ability to adapt and learn new procedures and software programs.
• Knowledge of pedagogical issues related to in-person, hybrid, blended and online teaching and learning.
• Knowledge of current and emerging technologies for in-person, hybrid, and online teaching and learning.
• Familiarity with graphic design elements appropriate for online instruction.
• Basic knowledge of streaming audio and video, compression methods, file types, and formats.
• Experience with web-based course management tools (such as Blackboard, Canvas, Course Plus, LearnShare or other LMS) and online conferencing software (such as Microsoft Teams and Zoom).
• Knowledge of SCORM and other standards for online course delivery.
• Advanced Microsoft PowerPoint and Word skills.
• Competency with Microsoft Office Suite (Word, Excel, Outlook, PowerPoint), basic HTML editing software, basic image manipulation software such as Photoshop, and video management and editing software such as Panopto.

Physical Requirements:

• Reaching by extending hand(s) or arm(s) in any direction.
• Finger dexterity required to manipulate objects with fingers rather than with whole hand(s) or arm(s), for example, using a keyboard.
• Communication skills using the spoken word, in English.
• Occasionally lifting, carrying objects weighing 10lbs. or less.
• Occasionally pushing, pulling objects weighing 30lbs. or less.
• Ability to move about.

Classified Title: Instructional Designer
Role/Level/Range: ACRP/04/ME
Starting Salary Range: $61,550 - $84,700 annually (commensuate with experience)
Employee group: Full Time
Schedule: Monday-Friday 8:30am-5pm
Exempt Status: Exempt
Location: School of Medicine Campus
Department name: SOM Admin Registrar General Admin
Personnel area: School of Medicine

The successful candidate(s) for this position will be subject to a pre-employment background check.

If you are interested in applying for employment with The Johns Hopkins University and require special assistance or accommodation during any part of the pre-employment process, please contact the Talent Acquisition Office at jhurecruitment@jhu.edu. For TTY users, call via Maryland Relay or dial 711.

Johns Hopkins has mandated COVID-19 and influenza vaccines, as applicable. Exceptions to the COVID and flu vaccine requirements may be provided to individuals for religious beliefs or medical reasons. Requests for an exception must be submitted to the JHU vaccination registry. For additional information, applicants for SOM positions should visit https://www.hopkinsmedicine.org/coronavirus/covid-19-vaccine/ and all other JHU applicants should visit https://covidinfo.jhu.edu/health-safety/covid-vaccination-information/.

The following additional provisions may apply, depending on campus. Your recruiter will advise accordingly.

The pre-employment physical for positions in clinical areas, laboratories, working with research subjects, or involving community contact requires documentation of immune status against Rubella (German measles), Rubeola (Measles), Mumps, Varicella (chickenpox), Hepatitis B and documentation of having received the Tdap (Tetanus, diphtheria, pertussis) vaccination. This may include documentation of having two (2) MMR vaccines; two (2) Varicella vaccines; or antibody status to these diseases from laboratory testing. Blood tests for immunities to these diseases are ordinarily included in the pre-employment physical exam except for those employees who provide results of blood tests or immunization documentation from their own health care providers. Any vaccinations required for these diseases will be given at no cost in our Occupational Health office.

Equal Opportunity Employer
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To apply, visit https://jobs.jhu.edu/job/Baltimore-Instructional-Designer-MD-21205/884099700/








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