Annotated Position Description Pro Forma PACCT Staff s1

POSITION DESCRIPTION

POSITION TITLE: E-Learning Instructional Designer

DIVISION / DEPARTMENT: Education Delivery/Student Services/Learning and Information Services

CLASSIFICATION LEVEL: TAFE PACCT Worker Level 7

MODE OF EMPLOYMENT: Full Time Ongoing

*LOCATION: 555 Latrobe Street, Melbourne

DATE: June 2013

*Note that the incumbent may be required to operate from any work sites of the Institute

GENERAL INFORMATION ABOUT THE INSTITUTE

William Angliss Institute is the State government endorsed Specialist Centre for Hospitality, Tourism and Culinary Arts and is recognised as Australia’s leading provider of training for these key industry sectors. The Institute aims to provide excellent vocational education and training services for industry, students and government in Victoria, Australia and globally.

Programs offered by William Angliss Institute range from one-day courses and weekend industry training, through to apprenticeships, nationally recognised certificates and two- year full-time advanced diploma programs. The accreditation of two specialist degree programs including a Bachelor of Tourism and Hospitality Management and a Bachelor of Culinary Management, extends the Institute’s portfolio to provide higher level business and management education. Close links with industry and continuing innovation in the delivery of services ensure the relevance of programs to today’s workplace.

GENERAL INFORMATION ABOUT THE DEPARTMENT

The Learning and Information Services department provides a comprehensive and high quality range of student and information services including the Learning Resource Centre (LRC), E- Learning Support (including student portal maintenance and development) Bookshop, Copyright and Learning Advisors.

The key areas of responsibility of the e-Learning Support are:  E-Learning training & development  LMS platform maintenance and development  Digital repository maintenance and development  Student Portal maintenance and development

E-Learning Instructional Designer PRIMARY PURPOSE & OBJECTIVES OF THE POSITION

The main purpose of the position is to create new high quality, interactive e-learning courses for WAI and to convert text-based resources into innovative e-materials for embedding into the Learning Management System (LMS).

The objectives of the position are to:

 Design and develop compliant e-learning programs, resources and assessment that meet identified and agreed training needs, fulfil the criteria of best practice, use appropriate delivery methods appropriate to the target group and AQF level.

 Develop instructional models and prepare engaging content for self-paced e- learning, in collaboration with specialist teachers and other members of the e-learning team.

 Provide advice and recommendations to teaching staff with regard to the integration of e-learning into courses.

 Providing high level multimedia support for online learning, using a range of different methods and technologies (e.g. video, podcast, interactive web / animation tools).

 Co-ordinating the Podcast/Video capture service

REPORTING RELATIONSHIPS

The position reports directly to the Manager, Learning and Information Services No positions report to this position.

KEY DUTIES

The Instructional Designer is responsible for designing and developing eLearning content on WAI’s learning management system.

There are various elements to the duties undertaken by the Instructional Designer.

Prepare e-learning content, including learner activities and assessments, for formal and informal self-paced e-learning.

Design e-learning content that meets high quality standards with regard to learner engagement, OHS and equity and diversity.

Work with Program Leaders and teaching departments to plan the structure of a course to achieve educational objectives.

Embed multimedia into new and existing courses when required, for an integrated interactive learning experience.

Develop layouts and templates that align with eLearning policies and procedures.

Apply principles of adult self-paced learning, and various instructional design approaches and processes to the learning content.

Use e-learning development tools to create eLearning courses e.g. Articulate, HTML5 and Captivate.

Develop training recommendations consistent with established development time frames and budget.

Contribute to existing multimedia eLearning content through audio and video production.

Co-ordinate and develop the podcast/video capture service.

Contribute to the overall development and support of e-learning.

Notes:

 The incumbent can expect to be allocated duties not specifically mentioned in this document but within the capacity, qualifications and experience normally expected from persons occupying positions at this classification level.

 Specific performance objectives will be negotiated as part of the Institute’s regular performance planning and review process.

 The incumbent will be required to comply with the Institute and Public Sector Code of Conduct, Occupational Health and Safety Policy and Procedures, Managing Diversity Policy and Procedures and any other relevant legislation, policy, procedures or practices.

In accordance with the William Angliss Institute of TAFE PACCT Staff Enterprise Agreement 2011 (PACCT EBA), the following descriptions apply for PACCT LEVEL 7 positions:

EDUCATION, TRAINING AND EXPERIENCE

Education, Training and Experience means the type and duration of training which the duties of the classification level typically require for effective performance. Training is the knowledge through formal education, on the job instruction or exposure to procedures.

Relevant Degree and relevant post graduate qualification and experience; or lesser formal qualifications with extensive experience with management expertise in technical or administrative fields; or equivalent combination of relevant experience and/or education /training.

3 TASK LEVEL Task Level means the type, complexity and responsibility of the tasks typically performed by staff within each proposed classification level

Duties undertaken will require the development of new methods using specific knowledge as it applies to work assignments.

May be required to conduct investigations and manage projects relating to the modification or development of new policies or programs.

May manage a work area involving the coordination of a range of complex activities or functions.

May implement major change programs which may impact on other areas of Institute operations.

JUDGEMENT AND PROBLEM SOLVING

Judgement is the ability to make sound decisions, recognising the consequences of decisions taken or actions performed, and Problem Solving is the process of defining or selecting the appropriate course of action where alternative courses of action are available.

Required to demonstrate sound conceptual and analytical skills within the problem solving context with a view to resolving operational and policy based issues.

Plan, develop and oversee the delivery of departmental / divisional programs and/or procedures.

Evaluate the way a specific body of knowledge is applied in order to solve problems and/or adapt procedures to fit policy prescriptions. Use theoretical principles in modifying and adapting techniques in areas where guidance is not always available within the Institute

May be relied upon as an authority in a specialist area.

Contribute to the development of the strategic directions of the Institute by having a significant role in developing and recommending policies within their area of expertise or management.

4 SUPERVISION AND INDEPENDENCE

Supervision and Independence means both the way in which positions are supervised, managed or held accountable, and the degree of independence which applies in supervising or managing other staff or contractors. Independence is also the extent to which a staff member can work independently without supervision or direction.

Act under broad direction and independently within broad guidelines determined by management.

May manage/supervise other staff.

Duties performed may be at the project management / consultant level.

Interpretation and implementation of policy which has an impact beyond the immediate work area.

Decisions and actions taken at this level may have a significant effect on the operations of the work team, programs and projects being managed, and other areas of the Institute.

ORGANISATIONAL RELATIONSHIP AND IMPACT

Organisational Relationship and Impact means the level of knowledge and awareness of the organisation, its structure and functions that would be expected in the performance of the duties of the position, and the purposes to which that organisational knowledge and awareness may be put.

Understanding of the long term goals of the wider organisation and of its values and aspirations and of the legal, economic, community and political context in which the Institute operates.

Detailed knowledge of policies and the impact they have upon the activities of the organisation.

May be required to negotiate with other work areas to achieve objectives.

INTERPERSONAL SKILLS

Interpersonal Skills means the level of communication skills both verbal and written and the scope of the circumstances where the staff member is expected to use these skills.

Ability to persuade, convince and negotiate with clients, members of the public and other organisations in the establishment, pursuit and achievement of specific and objectives.

Ability to manage and lead staff.

Provide advice and recommendations that will influence the decisions made by others including peers, supervisors and teams.

Note: PACCT Staff at this level must also be competent in meeting criteria detailed for the previous level as per Schedule 3 of the PACCT EBA.

5 KEY SELECTION CRITERIA

 A tertiary qualification, preferably in the area of instructional design for e-learning.

 Extensive instructional design experience in the creation of e-Learning.

 Demonstrated experience in the application of e-learning pedagogy, design and technologies in the development of online teaching resources.

 Excellent visual design skills and the ability to storyboard using Scorm authoring tools in units and courses that use web, multimedia, print, audio and video.

 Working knowledge of video capture, editing and post-production.

 Demonstrated conceptual, analytical and problem solving skills.

 Demonstrated comprehensive knowledge of adult self-learning principles

 Demonstrated behaviours that align with the William Angliss Institute Values.

SPECIAL CONDITIONS

 Period of work outside normal hours may be required.  Requirement to hold a Victorian Driver’s Licence

6 The Institute has developed a Transition Plan which charts the path that William Angliss Institute needs to follow to work through the recent changes to government funding. Even with these changes the current strategic framework in broad terms will apply.

STRATEGIC PLANNING

William Angliss Institute will be a leader in food tourism and hospitality education, training and industry services in 2020.

William Angliss Institute plans to grow in a manageable and profitable manner.

William Angliss Institute plans to use a differentiation strategy, based on our specialist expertise, broad range of courses, the quality of our facilities, our connection to the industry community and our corporate experience base.

On aspiration: Staffsee William Angliss Institute as an industry specialist and a leader in education nationally and internationally.

On culture: Staff seek an engaging environment to work or study specifically a culture which:  Models mutual respect, nurturing, listening, empowering and feeling valued,  Encourages and recognises innovation, being proactive and keeping abreast of industry trends and pedagogy,  Builds teamwork through collaboration and consultation across operational activities.

STRATEGIC THEMES

William Angliss Institute has established a 10 year vision of its strategic priorities. In looking to 2020 the seven strategic priorities are:  Enhanced program flexibility  Broadening our scope, integration and specialisations  Developing and expanding international partnerships  Developing a national operating network  Becoming a recognised part of higher education  Developing an applied research capability  Investment in facilities and infrastructure  In order for William Angliss Institute to achieve its strategic priorities and educational and financial objectives an internal analysis has been completed and three key themes have been identified that are essential in building William Angliss Institute’s capability to respond to changes in the market place and changes in government policy. The three key themes of the 2012 – 2016 Strategic Plan are:  Product Leadership  Resource and Capability Leadership  Process Leadership

INSTITUTE VALUES Personal Responsibility: accountability, responsiveness, integrity, respect impartiality & human rights 7 Inspiration: passionate, stimulating and optimistic Empowerment: nurturing, encouragement, confidence Community: sharing, partnership and connections Expertise: leadership, dedication, excellence