Learning Design Support Specialist

Competition 2481

This position is a part of the Non-Academic Staff Association (NASA).

This position offers a comprehensive benefits package.

Location - This role is hybrid with a mix of remote and in-person. Work primarily takes place at North Campus, Edmonton.

Working at the University of Alberta

The University of Alberta acknowledges that we are located on Treaty 6 territory, and respects the histories, languages and cultures of First Nations, Métis, Inuit and all First Peoples of Canada, whose presence continues to enrich our vibrant community.

The University of Alberta is a community of knowledge seekers, change makers and world shapers who lead with purpose each and every day. We are home to over 14,000 faculty and staff, more than 40,000 students and a growing community of 300,000 alumni worldwide.

Your work will have a meaningful influence on a fascinating cross-section of people — from our students and community members, to our renowned researchers and innovators, making discoveries and generating solutions that make the world healthier, safer, stronger and more just. Learn more.

Working for the Centre for Teaching and Learning (CTL)

The Centre for Teaching and Learning (CTL) advances the University of Alberta’s teaching and learning mission by supporting inclusive, research-informed, and student-centred practices. CTL is the university’s centre for expertise in teaching and learning and holds institutional authority for the professional development of teaching.

Position

The Learning Design Support Specialist supports the pedagogical use of learning technologies at the University of Alberta by helping instructors design effective, engaging, and accessible course environments in Canvas and its integrated tools. Situated within the Centre for Teaching and Learning (CTL), this role emphasizes the application of evidence-informed teaching strategies in digital contexts.

This role contributes to CTL’s wraparound instructional support model by working in close collaboration with instructional designers and educational developers and the U of A Canvas support team. Together, they provide instructors with coordinated guidance that bridges the use of digital platforms with pedagogical intent. This integrated approach ensures that instructors receive holistic support, spanning course site setup through implementation, that is grounded in evidence-based, student-centred teaching practices.

Duties

Pedagogically Informed Consultation and Programming Delivery

• Supports instructors and staff in designing effective, accessible, and pedagogically grounded course environments in Canvas and its integrated tools, while contributing to learning opportunities that build instructor capacity, confidence, and autonomy in digital teaching contexts.
• Address foundational course design and pedagogical questions, and triage complex instructional inquiries to CTL instructional designers or educational developers.
• Escalate technical or system-level issues to IST to ensure timely resolution and appropriate support.
• Provide responsive one-on-one consultations that help instructors apply digital tools in ways suited to their specific teaching contexts and course learning goals.
• Design and facilitate applied, hands-on learning sessions that guide instructors in building out their Canvas course sites in real time—ensuring each session results in meaningful, usable progress toward a fully developed course environment.
• Deliver flexible, pedagogically focused workshops that align with instructors’ diverse teaching schedules and goals, emphasizing practical strategies that instructors can immediately implement in their Canvas course design and delivery.
• Design and facilitate flexible, hands-on learning sessions that support instructors in building out their Canvas course sites in real time, applying evidence-informed strategies aligned with diverse teaching goals and schedules.
• Demonstrate Canvas features and workflows in CTL programming, reinforcing their pedagogical applications in support of intentional, student-centered course design.
• Provide one-on-one and group support that builds instructor confidence, autonomy, and capacity to use Canvas tools in alignment with instructional goals.
• Emphasize the impact of course site design on teaching quality and student experience, including areas such as gradebook setup, LTI functionality, and accessible content.
• Guide instructors in aligning platform use with course outcomes, recognizing when tool-related questions reflect broader instructional needs.
• Promote inclusive teaching by modeling and advocating for practices grounded in accessibility, Universal Design for Learning (UDL), and the diverse needs of all learners.

Resource Development

• Create and maintain user-focused support materials that promote confident, thoughtful, pedagogically grounded use of Canvas, integrations and other digital learning tools.
• Develop web appropriate, accessible, and universally designed multimodal resources that complement Canvas tailored to the U of A’s instructional context that demonstrate how platform features support effective teaching practices and enhance student learning.
• Review resource materials regularly to ensure clarity, accuracy, accessibility, and relevance.
• Align resources and documentation with CTL’s broader instructional resources and institutional standards.
• Contribute to resources that foster pedagogically aligned, student-centered use of digital tools.

Platform Readiness and Term-Based Support

• Contributes to teaching continuity and quality through course and platform readiness activities.
• Evaluate new platform features through user acceptance testing, with a focus on instructional usability and impact on student experience.
• Identify and flag platform issues that may hinder inclusive, effective teaching (e.g., navigation barriers, unclear workflows).
• Strengthen CTL’s training and support strategies by contributing feedback based on observed teaching and learning needs.
• Investigates the risks and benefits of AI related tools being released or developed inside of platforms the U of A has adopted.

Qualifications

Education and Experience

• An undergraduate degree in educational technology, adult education, instructional design, or a related field is required. Equivalent combinations of education and experience will be considered.
• A minimum of 3 years of experience supporting postsecondary instructors in the design and use of digital learning environments.
• Demonstrated experience facilitating learning opportunities, such as workshops, consultations, or training sessions, focused on the instructional use of learning platforms is required.

Pedagogical and LMS Knowledge

• Demonstrated understanding of foundational learning and development principles, and their application in postsecondary teaching.
• Familiarity with learning management systems (LMS) and digital learning tools used to support instructional goals, with a preference for experience with Canvas and its integrated tools.
• Skilled in recognizing how platform features can be used to enhance student learning, engagement, and accessibility.
• Able to support instructors in aligning digital tool use with pedagogical intent and inclusive teaching practices.

Communication and Consultation

• Excellent written and verbal communication skills, with the ability to explain technical concepts clearly and accessibly.
• Demonstrated commitment to high-quality service and pedagogically relevant support across diverse instructional contexts.
• Strong interpersonal skills; listens actively, responds empathetically, and communicates professionally.
• Comfortable collaborating across teams and supporting shared goals and institutional priorities.
• Comfortable providing one on one or group training in person or online.

Collaboration and Teamwork

• Works effectively and respectfully in a multidisciplinary team environment.
• Builds trust with instructors and colleagues across roles and disciplines.
• Contributes to team-based projects, programming, and cross-functional initiatives.
• Takes responsibility for follow-through on commitments and meets agreed-upon timelines.

Professional Practice and Service Orientation

• Adaptable and responsive to changing needs in teaching and learning.
• Reflective, open to feedback, and committed to continuous improvement.
• Maintains professionalism and integrity in all interactions.
• Demonstrates a strong service orientation supporting CTL’s role in advancing instructional excellence.