ID position at SIAST Kelsey Campus (Saskatoon)

Thanks to Heather Ross for passing this along.

Instructional Designer – Online/Multimedia SIAST Kelsey Campus – Saskatoon Full-time

Full posting at

The primary responsibility for the position is to apply principles of instructional design in the creation of online course materials. The position will analyze content and identify appropriate instructional media, design learning activities, develop interactive components, create and construct content in an online environment. The successful applicant will support all phases of integrating instructional technology into the teaching and learning process.

Your role as a full-time instructor at SIAST will be supported through instructional materials, on-going employer provided training, and our requisite faculty certificate program. This initiative will develop our instructors professionally while ensuring a high quality learning experience for all SIAST students.


1. Develop online learning student and instructor resource materials; design effective instructional strategies and technology-based resources.

2. Create effective learning designs for online delivery of synchronous and asynchronous courses. 3. Facilitate the adaptation of course materials to asynchronous Web-based environment and assist in setting priorities for projects and

activities. 4. Design and create pedagogically sound course materials that require the integration of technology with instruction in online environments

including multimedia authoring tools, FlashTM, PhotoshopTM, streaming media, audio/video technologies and other related software. 5. Assist in the analysis of learning goals, learners, and learning context for course design and evaluation. 6. Participate in the production of course materials that require the integration of technology with instruction including Web development, multimedia authoring tools, streaming media audio/video technologies and ensuring appropriate evaluation methods are included. 7. Participate in establishing course development schedules. 8. Employ effective time management strategies while working on multiple course development projects simultaneously. 9. Integrate all course elements and provide attention to detail and quality assurance in the development of electronic course materials. 10. Assist and advise faculty in defining appropriate instructional strategies & philosophies in the preparation of courses and course redesign. 11. Provide knowledge and skills in instructional design, assessment, adult learning theories, instructional principles and practice. 12. Analyze existing instructional materials to identify potential areas for design modification using new technologies. 13. Conduct education/training analyses; develop assessment and evaluation strategies and tools. 14. Contribute to the evaluation of emerging Web technologies and tools. 15. Work collaboratively with Learning Technologies staff and distributed teams to develop/promote a variety of support services. 16. Lead development teams in the design of effective WBT instructional strategies in collaboration with content specialists and technical support. 17. Other duties as assigned.


Connections and Contexts – Elearn 2011 slides

Connections and Contexts: The Birth, Growth and Death of Online Learning Communities

Here are my slides from a keynote presentation to E-Learn 2011 yesterday. Sorry the presentation wasn’t streamed, and I hit the wrong button on my recorder in the darkness at the front of the hall, so I don’t even have a recording.  Wish you could have been with us in person.  Honolulu is absolutely gorgeous, and we’re off to a luau tonight.

<div style=”width:425px” id=”__ss_9778286″> <strong style=”display:block;margin:12px 0 4px”><a href=”; title=”Connections and Contexts: The Birth, Growth and Death of Online Learning Communities” target=”_blank”>Connections and Contexts: The Birth, Growth and Death of Online Learning Communities</a></strong> <div style=”padding:5px 0 12px”> View more <a href=”; target=”_blank”>presentations</a> from <a href=”; target=”_blank”>Richard Schwier</a> </div> </div>

Much of what we understand about the notion of online learning communities and how they develop, grow, and die away is based on examinations of formal online learning environments— primarily post-secondary courses managed by institutions of higher learning. As effective as formal environments may be, paying exclusive attention to them limits our understanding of the nature of social learning. Informal learning environments, by contrast, can tell us a great deal about how people learn together in natural settings, and can teach us a great deal about what happens when the authority for learning is entrusted to learners. This presentation considers what we have learned about learning communities in formal and informal online environments and speculates about what is at the heart of how learners make use of social interaction for the purpose of learning.

IRRODL vol 16, no. 6

Table of Contents


Terry Anderson

Research Articles

Gary L Long, Carol Marchetti, Richard Fasse
Maggie Hartnett, Alison St. George, Jon Dron
Ramzi Nasser, Maha Cherif, Michael Romanowski
Insung Jung, Tat Meng Wong, Chen Li, Sanjaa Baigaltugs, Tian Belawati
Christine I Ofulue
Bruno Poellhuber, Terry Anderson
Swapna Kumar, Kara Dawson, Erik W Black, Catherine Cavanaugh, Christopher D Sessums
Nathaniel Mark Ostashewski, Doug Reid, Susan Moisey
Olugbade Oladokun, Lenrie Aina
Emmanuelle Quillerou

Book Notes

Book Review – The Perfect Online Course: Best Practices for Designing and Teaching
Marta Ruiz-Corbella

Book review – Bridging the knowledge divide: Educational technology for development
Aminudin Zuhairi

Book review – Web 2.0-based e-learning: Applying social informatics for tertiary teaching

Juan Leon
Book review – Learning with digital games: A practical guide to engaging students in higher education
Maja Pivec