Potential Jobs in Instructional Design

Information Technology Trainer

o Responsible for delivering both lecture and hands on training for financial software applications in face to face and distance formats. Develop proficiency with multiple administrative financial computing software products on various platforms. Create, maintain and update training materials for face-to-face and eLearning. Develop and maintain positive relationships with various department personnel and support staff.
o Training experience required. Excellent verbal and written communication skills required. Experience with communicating specialized information to non-specialized audiences required. Experience training on financial computer systems strongly preferred.

Coordinator of Instructional Technology

o The Coordinator of Instructional Technology will collaborate with, lead, support, train, and assist faculty and others in using instructional technology tools for teaching in face-to-face, mixed delivery, and fully online environments.
o Three years' experience using and training others in the use of instructional technologies. Experience in web design and knowledge of web standards such as HTML and CSS. Experience managing multiple projects simultaneously. Excellent interpersonal and communication skills including building collaborative relationships and the ability to work in a diverse team environment and provide technical information to a non-technical audience. Excellent organizational, service-orientation and problem-solving skills.

Advisor Technology Advocate Job

o This position is responsible for assisting advisors with office automation. The Advisor Advocate will help advisors to understand the technology solutions offered by the broker/dealer and assist them with developing their roadmap to implement these solutions into their practice. This role will assist with driving improvements in advisor office operations and ensuring that issues of concern to advisors are reported and tracked. This role works closely with the business and Information Technology to provide advice and assistance wherever required on advisor related matters to ensure advisor satisfaction goals are met.
o Skills necessary for job:
o •Proven ability to influence cross-functional teams without formal authority
•Experience working in an advisor office or financial services industry
•Demonstrate experience conducting presentations to large groups
•Have high energy and relate well with a variety of advisor and employee groups
•Effective communication skills, including effective questioning and listening, excellent oral, written, and presentation skills
•Excellent analytical and problem-solving skills
•Possess a Bachelor’s degree in computer science or comparable work experience
• Ability to communicate effectively when writing status reports, employee reviews, memos, faxes, e-mails, and manuals. Ability to verbally communicate effectively with staff members in team meetings and individually during performance reviews. Ability to verbally communicate effectively with Advisors. Ability to read and interpret company policies, operations manuals, Pershing manuals, and technical guides.
• Strong focus on customer service, flexibility, attention to detail, good organizational skills, ability to prioritize, excellent communication skills, and ability to work in a multi-task environment.
• Proficient at Microsoft Word, Excel, PowerPoint, VISION2020, NetXPro, Albridge, Internet Explorer, CRM, Outlook and Legacy back office systems.


• I have some but not all skills required for each job listed.

Full Spectrum

The book discussed utilizing a DLRC-Deployable Learning Resource Centers, which is a mobile unit that has a server, network switch, printer and 20 laptop stations. This system has the unique capability of using external networks such as shipboard local area networks; shore based metropolitan area networks, and wide area networks. However, in the case electronic access is not available I would use a battery operated radio with a CD to complete training along with reading materials and visual aids.

Faculty Development

Faculty development:

The arena of faculty development actually consists of three major areas: faculty development, instructional development, and organizational development, or combinations of all three. This section provides definitions of each of these terms.

Faculty Development refers to those programs which focus on the individual faculty member. The most common focus for programs of this type is the faculty member as a teacher.

A second frequent focus of such programs is the faculty member as a scholar and professional. These programs offer assistance in career planning, professional development in scholarly skills such as grant writing, publishing, committee work, administrative work, supervisory skills, and a wide range of other activities expected of faculty.

A third area on which faculty development programs focus is the faculty member as a person. This includes wellness management, interpersonal skills, stress and time management, assertiveness development and a host of other programs which address the individual's well-being.


o What are the different names used for faculty development?
o What division is it under?
o What services does it offer?
o How often are programs given and what specifically are they?

Texas Woman’s University:

-Faculty development
-At TWU faculty development is under the Academic Affairs division
-I couldn’t find any specific services offered
-Faculty development grants are awarded twice/year for faculty to pursue professional development as teachers, scholars and leaders. The intended outcomes are that faculty will have developed new skills/expertise that will advance them, primarily as teachers and mentors, but also as scholars and leaders.

San Jose State University:
-Center for Faculty Development
-Academic Technology
-The Center for Faculty Development offers services for state-funded faculty, staff and student peer mentors.
• Events
• Consultation
• Accessibility
• Programs
• Teaching Resources
• Tutorials
-The Center for Faculty Development maintains programs that support faculty teaching, scholarship and service throughout their career lifespan.
Programs offered:
• Carnegie Academy of the Scholarship of Teaching and Learning Program
• Course Design Program
• Educated Person Dialogue
• Faculty-in-Residence
• New Faculty Orientation

DePauw University:

Faculty development
I couldn't locate a division that it fell under
Programs:Short and long-term internal funding for conferences and research travel; stipends for course development and for scholarly and creative projects; new faculty orientation, and other teaching workshops; mentoring; sabbaticals and other leaves; opportunities for a reduced teaching load to undertake research or teaching improvement; and groups that meet to read, write, and discuss topics of mutual interest.

Staff Development Activity: SUTE and GSTE

"Learning is defined as a change in behavior.
You haven’t learned a thing until you can take action and use it."

"The problem with most leaders today is they don’t stand for anything. Leadership implies movement toward something, and convictions provide that direction. If you don’t stand for something, you’ll fall for anything."

"Success is not forever, and failure isn’t fatal."

I. Introduction
a. Introduce the purpose of the staff development-“change”
b. Allow distric staff to introduce themselves
II. The Supervisor
a. Conduct self-assessment survey about SUTE and GSTE
b. Divide staff into small groups; groups will have varying information on each methodology
c. List areas of concerns when dealing with change as educators
d. Allow each group to post and discuss areas of concerns
III. The Viking
a. Define Viking: “one that explores and stands out for greatness of achievement”
b. Allow groups to discuss, list and present the person(s) that stood out for greatness of achievement for them using information from each methodology
IV. Victory Secrets: C.O.A.C.H. to WIN
a. Conviction-Driven
b. Overlearning
c. Audible-Ready
d. Consistency
e. Honesty Based
V. Coaching difficult people
a. Let’s play supervisor football exercise
b. Process exercise; reveal obstacles as well as ways to deal with obstacles
c. Supervision case studies about the SUTE and GSTE methodologies
VI. Wrap-up:
Tie it all together – relate the GSTE core values to the SUTE conditions for change. Discuss how both methodologies have a similar process for change. All staff members are stakeholders and are instrumental in the changed process.

Rapid Prototyping

Rapid Prototyping can be defined as a group of techniques used to quickly fabricate a scale model of a part or assembly using three-dimensional computer aided design data.




An example of rapid prototyping in an architectural design class, could be a prototype of a house or building. Rapid prototyping can be used in education as an instructional tool that develops the learning experience of both the student and teacher as the design-evaluation cycle continues throughout the life of the project.

Hypothetical Problem

Blended learning is the combination of multiple approaches to learning. For example:-self-paced, collaborative or inquiry-based study. Blended learning can be accomplished through the use of 'blended' virtual and physical resources. Examples include combinations of technology-based materials, face-to-face sessions and print materials.





Knowledge management system is a phrase that is used to describe the creation of knowledge repositories, improvement of knowledge access and sharing as well as communication through collaboration, enhancing the knowledge environment and managing knowledge as an asset for an organization.

Problem: Evaluating Internet and Electronic SourcesThe blended learning approach for this problem would be a Webquest. A Webquest is an inquiry-based lesson that utilizes the web for resources. Students will use Google Docs as their knowledge management syst

Informal Learning

Informal Learning: http://marciaconner.com/intros/informal.html

I've experienced a variety of informal learning situations in my adult life. This informal learning has ranged from casual conversation with friends or family members, training sessions, talking with students and while taking a class or two. Informal learning is an on-going process that occurs daily. Overall, my informal learning originally had no purpose, but the experience was an aha moment when things clicked for me. I must say most things I learn are engaging. However,there are times in my social life that I learn something too. My roles have been mostly as an observer, participant and facilitator of my informal learning experiences. The instructor in most cases has acted as a facilitator of the knowledge I've gained through informal learning.