Learning Experience Designer | Southern Oregon University at Southern Oregon University Ashland, OR

Southern Oregon University; Ashland (OR); On-site; USD 55,000 - 63,000; Full time

Job summary

Southern Oregon University is seeking a Learning Experience Designer to start on April 14, 2025. This role entails designing innovative learning experiences and collaborating with faculty to enhance course design. The position offers a monthly salary ranging from $4,621.83 to $5,312.50, and is a full-time remote position.

The ideal candidate will possess strong communication skills and a relevant Bachelor's or Master's degree, aiming to improve educational outcomes through technology and inclusive design.

Qualifications

• 3+ years of experience supporting faculty in technology-enhanced course design.
• Experience applying AI technologies.
• Ability to work in-person at SOU Ashland campus.

Responsibilities

• Design and produce innovative learning experiences.
• Collaborate with faculty to consult on course design.
• Evaluate current and potential learning technology resources.

Skills

Excellent communication skills

Proactive problem identification

Knowledge of Generative AI

Strong customer service orientation

Organizational and time-management skills

Education

Bachelor’s degree

Master’s degree in relevant field

Tools

Moodle

HTML

WordPress

Job description

Position Summary

Learning Experience Designer at Southern Oregon University. Position begins April 14, 2025 (12‑month temporary contract through December 31, 2026) and offers a monthly salary of $4,621.83–$5,312.50 (annualized $55,462–$63,750) at 1.0 FTE. Full‑time remote position. Application deadline: March 7, 2025.

Position Description

The Center for the Advancement of Teaching and Learning (CATL) seeks a highly motivated professional to design and produce innovative learning experiences across modalities. Candidates will collaborate with faculty, administrators, and partners to consult on course design, redesign existing courses, and build next‑generation teaching strategies. The role supports both internal faculty and community‑engaged initiatives.

Minimum Requirements

• Bachelor’s degree (or equivalent experience) and at least three years of experience supporting faculty in technology‑enhanced course design.

Preferred Requirements

• Master’s degree in a relevant field (e.g., learning science, instructional design) and experience applying AI technologies.
• Ability to work in‑person at SOU Ashland campus.

Essential Functions

• (40%) LMS Administration and Support
  • Develop, maintain, and improve online learning resources within Moodle.
  • Provide professional development, support, and troubleshooting for Moodle and other educational technology tools.
  • Apply principles of effective learning experience design and navigation.
  • Evaluate current and potential learning technology resources and programs and recommend improvements.
• (40%) Emerging Technology Exploration
  • Demonstrate understanding of Generative AI principles, algorithms, and tools and their application in educational technologies.
  • Identify opportunities to leverage Generative AI for course development, interactive learning, and personalized content.
  • Collaborate with faculty and staff to support hybrid (blended) and HyFlex course design.
  • Stay updated on trends, best practices, and emerging technologies in instructional design, hybrid and HyFlex learning, and digital learning tools.
• (10%) Website Development and Maintenance
  • Design, develop, and maintain the center’s website using HTML, WordPress, and other tools to ensure inclusive, culturally responsive, and accessible content.
  • Monitor performance and troubleshoot technical issues to maintain optimal functionality and user experience.
• (10%) Project Management
  • Use project management principles to plan, coordinate, and execute individual and team projects.
  • Identify, plan, and implement instructional projects that address identified needs.
  • Coordinate with administrators, faculty, staff, and colleagues to manage project components.
  • Communicate effectively, both orally and in writing, to articulate complex ideas clearly.

Skills, Knowledge, and Abilities

• Excellent communication skills, both verbal and written.
• Strong customer service orientation with diplomacy and professionalism.
• Ability to interpret and apply complex policies and procedures.
• Adaptability to frequent changes and ability to work under pressure in a fast‑paced environment.
• Proactive problem‑identification and resolution skills.
• Discretion and sound judgment for confidential matters.
• Initiative in independently planning and organizing work assignments.
• Attention to detail and high productivity.
• Organizational and time‑management skills.
• Proficiency in word processing, spreadsheets, databases, online systems, social media, internet, and email.
• Team collaboration and ability to work with diverse populations.
• Willingness to work effectively within a bureaucratic environment.
• Knowledge of institutional policies and procedures.
• Customer‑oriented attitude in an educational environment.
• Understanding of learning experience design principles and models.
• Knowledge of assessment techniques for measuring effectiveness.
• Expertise in ADA and WCAG for inclusive design.
• Knowledge of emerging technologies including generative AI.
• Strong communication skills for collaboration with stakeholders.
• Proficiency in web and graphic design for user‑friendly resources.
• Project management skills for multiple concurrent projects.
• Problem‑solving creativity for design challenges.
• Passion for teaching, learning, and enhancing educational experiences.
• Innovation and creativity regarding new technologies.
• Collaborative spirit responsive to diverse cultural perspectives.
• Commitment to inclusive design and accessible learning environments.

Physical Demands

• Normal office activities such as sitting/standing at a desk, using a computer, answering phones, and communicating in writing and over the phone.

Special Conditions

• Requires occasional travel and attendance at off‑site professional development training.
• May need to work additional hours and adjust schedules for special tasks and emergencies.
• Must successfully pass a pre‑employment background check.
• Position classified as exempt, not subject to overtime provisions of the FLSA.
• Holder is a mandatory reporter under Oregon Revised Statutes; required to comply with Oregon Department of Human Services’ requirements.

Equal Employment Opportunity

SOU is an equal access AA/EOE committed to achieving a diverse and inclusive workforce.

Americans with Disabilities Act (ADA) Accommodation

In compliance with the ADA, Southern Oregon University will provide, if requested, reasonable accommodation to applicants in need of accommodation in order to provide access to the application, interviewing, and selection process. Applicants are not required to note the presence of a disability on the application. Requests for accommodations must be made in a timely manner to Human Resources.

Diversity Statement

Southern Oregon University is a welcoming community committed to inclusive excellence and the celebration of diversity. Without diversity, our educational process is diminished. Working together in support of our commitment to diversity, we strengthen and enrich our role as learners, educators, and members of a tightly connected global community. We encourage those who share in our commitment to diversity to join our community and expect all employees to demonstrate an ability and desire to create an inclusive campus community.

SOU Land Acknowledgement

We acknowledge that Southern Oregon University is located within the ancestral homelands of the Shasta, Takelma, and Latgawa peoples. These Tribes were displaced during rapid Euro‑American colonization, the Gold Rush, and armed conflict between 1851 and 1856. In the 1850s, the discovery of gold and settlement brought thousands of Euro‑Americans to their lands, leading to warfare, epidemics, starvation, and villages being burned. In 1853 the first of several treaties were signed, confederating these Tribes and others together – who would then be referred to as the Rogue River Tribe. These treaties ceded most of their homelands to the United States, and in return, they were guaranteed a permanent homeland reserved for them. At the end of the Rogue River Wars in 1856, these Tribes and many other Tribes from western Oregon were removed to the Siletz Reservation and the Grand Ronde Reservation. Today, the Confederated Tribes of Grand Ronde Community of Oregon and the Confederated Tribes of Siletz Indians are living descendants of the Takelma, Shasta, and Latgawa peoples of this area. We encourage you to learn about the land you reside on and to join us in advocating for the inherent sovereignty of Indigenous people.