Summary
You will design, construct and implement the Department’s digital learning content and other courses that support the organisation’s objectives. You will also provide end-user support for digital learning and technology support.
You will use your experience in digital learning using a variety of authoring and media technologies, underpinned by good instructional design, to create innovative digital products and services to support education and training. You will be highly organised and able to manage multiple competing priorities and projects while delivering work to high standards.
Background
| Description | Background |
|---|---|
| Shows an aptitude for creating structured material in a clear and understandable way. Appreciates the need for the provision of appropriate learning environments. | Prior Knowledge and Skills |
Work Activity Components
| Title | Details |
|---|---|
| Design and development (TMCR) (Level 4) | Initiates, designs and writes new course materials within own area of technical specialisation(s) in response to changing demands and within any existing technical or policy framework. Responds to feedback by revising, editing, altering or modifying the training materials. |
| Learning content production (TMCR) (Level 4) | Produces materials for courses in an open learning environment. |
| Learning environments (TMCR) (Level 4) | Assists with design, configuration and testing of learning environments, including population of simulated databases, and replication of external systems and interfaces. |
| Testing mechanisms (TMCR) (Level 4) | Sets up credible testing mechanisms to ensure the learning effectively supports student learning progression.. |
| Trainer support (TMCR) (Level 4) | Responds effectively to wide ranging and detailed questioning from trainers/teachers who are using the materials. |
| Curricula development (SUBF) (Level 4) | Contributes to curriculum development by selecting or specifying curriculum content for one or more specialist areas. |
Behavioural Skills
| Title | Details |
|---|---|
| Analytical Thinking | Acquiring a proper understanding of a problem or situation by breaking it down systematically into its component parts and identifying the relationships between these parts. Selecting the appropriate method/tool to resolve the problem and reflecting critically on the result, so that what is learnt is identified and assimilated. |
| Creativity | Taking innovative approaches to problem solving and/or devising inventive and creative solutions. |
| Customer Focus | Understanding the needs of the internal or external customer and keeping these in mind when taking actions or making decisions. |
| Information Acquisition | Identifying gaps in the available information required to understand a problem or situation and devising a means of resolving them. |
| Interacting with People | Establishing relationships, contributing to an open culture and maintaining contacts with people from a variety of backgrounds and disciplines. Effective, approachable and sensitive communicator in different communities and cultures. Ability to adapt style and approach to meet the needs of different audiences. |
| Planning and Organisation | Determining a course of action by breaking it down into smaller steps and by planning and resourcing each of these, making allowance for potential problems and escalating if necessary. |
| Teamwork | Working collaboratively with others to achieve a common goal. |
Technical Skills
| Title | Details | Depth |
|---|---|---|
| Audio/Visual (AV) Hardware and Architecture | An understanding of audio/visual (AV) hardware, technologies and architecture and how they are used to facilitate reliable and effective collaboration environments. | Familiar with |
| Business Environment | The business environment relating to own sphere of work (own organisation and/or closely associated organisations, such as customers, suppliers, partners and competitors), in particular those aspects of the business that the specialism is to support (i.e. localised organisational awareness from a technical perspective). | Familiar with |
| Corporate, Industry and Professional Standards | Applying relevant standards, practices, codes, and assessment and certification programmes to the specific organisation or business domain. | Familiar with |
| Information and Data Visualisation/Presentation | The ability to visualise and present information and data in an appropriate format that helps stakeholders understand the significance of the information and data. | Familiar with |
| National/International Standards | Current and emerging standards associated with IT practice nationally and internationally, published by authorities such as IEEE, IEC, BSI, ISO. | Familiar with |
| Technical Training Subject Matter | Current and emerging concepts and/or practical applications of one or more specialist topics in sufficient depth to develop and conduct learning interventions covering the topics. Undertakes ongoing personal subject-related updating to ensure knowledge of subject matter remains up to date. | Proficient in |
Other Skills
| Title | Details | Depth |
|---|---|---|
| Own Organisation's Learning and Development Procedures | The procedures used within own organisation for staff learning and development. | Familiar with |
| Presentation Techniques | Methods and techniques for delivering effective and accessible presentations, either face-to-face or online within various contexts and to a variety of audiences. | Familiar with |
| Report Writing Techniques | Methods and techniques for writing clear, accessible and persuasive reports. | Familiar with |
| Teaching Pedagogy | The theory and practice of learning, and how this process influences, and is influenced by, the social, political and psychological development of learners. | Familiar with |
| Training Techniques | Methods and techniques for creating and delivering effective and accessible learning and development. | Proficient in |
Training
| Title | Details |
|---|---|
| Formal Education Content Development | Understanding the content development lifecycle, from project initiation, planning, content creation and editing, copyediting to delivery, and the techniques involved to deliver formal educational content. |
| Innovation and Creativity Techniques | Tools and techniques for unlocking creativity and innovation in order to generate and develop new ideas. Developing an understanding of how creative, innovative thinking can be supported to help build the organisation's creative capacity. |
| Learning and Development Needs Analysis | Methods and techniques for the analysis of individual learning and development needs of (typically) IT practitioners. |
| Learning Assessment | Skills and techniques for assessing student learning. |
| Project Planning and Control | Project planning and control methods and techniques including budgeting and financial control. |
| Security Awareness | Tools and techniques to help users and employees understand the role they play in helping to combat information security breaches and for IT and security professionals to prevent and mitigate risk. |
Professional Development Activity (PDA)
| Title | Details | PDA Group |
|---|---|---|
| Deputising | Standing in for supervisor or manager on a temporary basis during periods of absence. | Broadening Activities |
| Gaining Knowledge of Activities of Employing Organisation | Developing an understanding of the potentially diverse range of activities (service, governance, administrative, regulatory, commercial, charitable, industrial, etc.) undertaken by the employing organisation. | Increasing Knowledge |
| Gaining Knowledge of IT Concepts and Techniques | Undertaking study, learning and, where possible, practice in IT concepts and techniques external to own function. | Increasing Knowledge |
| Job Shadowing and Special Assignments | Undertaking temporary periods or secondments in other roles, particularly those that offer a new perspective on own function or exposure to other environments and cultures. | Broadening Activities |
| Negotiating and Influencing | Undertaking learning and practice of negotiating with and influencing others. | Developing Professional Skills |
| Participation in Professional Body Affairs | Taking an active part in professional body affairs at branch, specialist group, committee or board level. | Participation in Professional Activities |
| Research Assignments | Exploring a topic which is not part of own normal responsibilities and presenting findings to colleagues and/or management | Increasing Knowledge |
| Team Leadership | Undertaking learning and practice of the skills required to lead teams, including motivation, direction, coaching, delegation, appraisal, counselling and developing others. | Developing Professional Skills |
Qualification Components
| Title | Awarding Bodies |
|---|---|
| FEDIP Practitioner | The Federation for Informatics Professionals |
| MCE Microsoft Certified Educator | Microsoft |
| TAP Diploma Digital Learning (5 certificates) | The Training Foundation |
| TAP Diploma Learning Design (4 certificates) | The Training Foundation |
Government Digital and Data Profession Capability Framework Skills
| Skill | Level |
|---|---|
|
Agile working (content design) Agile delivery involves encouraging teams to build incrementally, test and iterate their work based on regular feedback and other useful data. |
Working Agile working (content design) You can: demonstrate experience of working in Agile teams, including an awareness of Agile tools and how to use them advise colleagues on how and why Agile methods are used and provide a clear, open and transparent framework in which teams can deliver adapt and reflect and be responsive to feedback see outside of the process |
|
Communicating information Communication involves conveying information using the most effective medium and language for the audience. |
Working Communicating information You can: listen to the needs of design and business stakeholders and interpret information take part in discussions within a multidisciplinary team be an advocate for the team externally, and can manage differing perspectives shape and share communications relevant to the audience |
|
Content concepts and prototyping Consultancy involves providing specialist advice to address stakeholder and business needs. |
Working Content concepts and prototyping You can: understand different prototyping techniques, from paper sketches to coded prototypes, and can use them to visualise content in context choose the best option to make content understandable to different audiences and to demonstrate a proposed approach to content changes or improvements show the value of prototyping to the team |
|
Continual service improvement Prototyping a service or product involves exploring, testing and sharing different concepts before committing to the final design. |
Working Continual service improvement You can: identify process optimisation opportunities with guidance, and contribute to the implementation of proposed solutions |
|
Customer service management Customer service management involves managing customer service functions, such as responding to issue reports, information and access requests. |
Working Customer service management You can:
|
|
Ownership and initiative |
Working Ownership and initiative You can: own an issue until a new owner has been found or the problem has been mitigated or resolved |
|
Stakeholder relationship management (content design) Stakeholder relationship management involves managing stakeholder requirements and communications throughout a project, while remaining focused on the user needs. |
Working Stakeholder relationship management (content design) You can: identify important stakeholders and communicate with them clearly and regularly tailor communication to stakeholders' needs and work with them to build relationships, while also meeting user needs build and reach consensus work to improve stakeholder relationships, using evidence to explain decisions made |
|
Technical understanding (accessibility) Accessibility involves ensuring your service can be used by as many people as possible, including those with impaired vision, motor difficulties, cognitive impairments, learning disabilities and deafness. |
Working Technical understanding (accessibility) You can: demonstrate knowledge of some details of the standards and legislation, and know where to find more information demonstrate knowledge of basic HTML, CSS, and JavaScript and related common accessibility issues perform basic automated and manual checks on websites and documents, and can communicate findings and fixes be an advocate for the people affected by accessibility barriers within the context of your work demonstrate knowledge of using some assistive technology |
|
Technical understanding (user-centred design) Performance measurement involves collecting and interpreting data to identify how a team, product or service is performing. |
Practitioner Technical understanding (user-centred design) You can: demonstrate knowledge of the technologies used to build and operate digital services collaborate closely with colleagues in different digital disciplines |
|
User-centred content design |
Working User-centred content design You can: design content to meet user needs and make complex language and processes easy to understand present the right information in the right format for what users need show robust experience in writing, editing and publishing digital content, and experience in using content management systems and content production processes to publish content write in plain language in a way that users understand, making information accessible to all understand government accessibility requirements and design content that works with common assistive technologies use data, research and evidence to review and evaluate content to make improvements consistently and effectively apply content standards and style guidelines to your work work to continuously improve content, and understand why content life cycle management is important work autonomously |
|
User focus (content design) User focus involves understanding the user needs to develop a detailed understanding of the problems that need to be solved. |
Working User focus (content design) You can: identify tasks that will provide insights into a problem formulate hypotheses, gain insights from data and user research and make decisions on findings understand the range of different users who might access content and services, and can identify their needs based on evidence translate user stories into content that meets users’ needs, and propose suitable design approaches use quantitative and qualitative data about users to turn user insights into outcomes |
|
Web performance optimisation Web performance optimisation involves improving the efficiency and speed with which web pages load in a browser. |
Working Web performance optimisation You can: show an awareness of the principles of web performance, and how poor performance can negatively affect user experience support activities to improve web performance identify and help resolve issues |
The Professional Body Responsible for this job family is BCS. This job role profile was created in collaboration with BCS, using Role Model Plus.