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Author: Samson Busiku

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Elementor #4018

Job Title: Instructional Design and Content Development Support Officer

Reports to: Program Lead – Digital Pedagogy, Instructional Design, Content Development & Acquisition
Direct reports: None
Job Summary

The Instructional Design and Content Development Support Officer provides faculty/staff with course design support to create effective, engaging learning content and learning environments aligned to desired learning outcomes.

The role involves consulting with subject matter experts (SMEs) across diverse disciplines to define course goals and apply evidence-based instructional strategies. A key focus is on integrating innovative online and technology-enhanced components to improve learning across different delivery modes (blended, hybrid, and fully online).
 
The officer will also support staff capacity-building through workshops and video tutorials on instructional design for online delivery, course design, and technology-enhanced instruction. Additionally, the role supports the management of the Content Development Hub as a Centre of Excellence for content digitisation.
Key Responsibilities

The officer will be responsible for the following:

  • Design and develop courses, modules, and curricula.
  • Edit, develop, and improve online learning materials.
  • Create learner-centred learning experiences and environments.
  • Design learning activities, assignments, and assessments aligned to outcomes.
  • Conduct instructional design research and analysis based on learner needs and learning contexts.
  • Develop computer-based training (CBT) modules, storyboards, and related instructional assets.
  • Develop instructors’ manuals, rubrics, and other teaching and facilitation tools.
  • Collaborate with SMEs to develop, review, and refine course content.
  • Support conversion of hardcopy (face-to-face) materials into digital formats suitable for blended (hybrid) and online delivery.
  • Manage and support online learning communities and learner engagement.
  • Analyse, update, and refine existing online content using feedback and learning data.
  • Train instructors, students, and academic staff on the use of learning technologies.
  • Facilitate discussion and collaboration using appropriate digital tools and platforms.
  • Keep current with best practices in instructional design and digital learning.
  • Write scripts for video and audio learning content.
  • Develop supporting multimedia resources (videos, audio, role plays, simulations/games) to enhance instruction.
  • Work with technical staff to troubleshoot user-reported learning technology issues.
  • Develop training workplans in consultation with the Program Lead.
  • Maintain project documentation and organise course folders.
  • Conduct regular training for trainers and track the progress of trainees in course development.
  • Track student engagement with course content developed by trainees.
  • Perform any other duties assigned by the line lead in accordance with organisational policy.

Required Knowledge & Competencies

Candidates should demonstrate:

  • Knowledge of instructional theory, including assessment approaches.
  • Proficiency with Learning Management Systems (LMS).
  • Understanding of website design best practices.
  • Experience with design platforms (for example, InDesign or similar tools).
  • Familiarity with course management systems (for example, Blackboard, Moodle, Edex, or similar).
  • Strong written and verbal communication skills, including the ability to explain technical information to non-technical users.
  • Strong critical thinking and problem-solving skills.
  • Ability to prioritise tasks and manage multiple deadlines.

Personal Profile
Qualifications

Applicants should have one of the following:

  • BSc or MA in Instructional Design, Educational Technology, or a related field; OR
  • BA/BSc in Education plus a Postgraduate Diploma in Instructional Design; OR
  • BSc in Computer Science/Information Technology plus a Postgraduate Diploma in E-learning or Educational Technology.

Additional requirements:

  • At least one programming language skill.
  • Good knowledge of web applications.
  • Good knowledge of database applications.

Skills
  • Proven experience in instructional design and instructional technology.
  • Excellent knowledge of learning theories and instructional design models.
  • Lesson and curriculum planning skills.
  • Basic HTML and CSS knowledge.
  • Solid knowledge of course development software and at least one LMS.
  • Visual design and storyboarding skills (for example, Dreamweaver, Photoshop, Illustrator, or similar).
  • Ability to write effective instructional copy and scripts for audio/video learning content.
Experience
  • At least 2 years’ experience in instructional design in a higher institution of learning.
  • Teaching assistant experience is an added advantage.
  • Demonstrated previous experience in instructional design.

Coordination & Collaboration
Internal (Within CSTS)

Works closely with: Program Lead – Digital Pedagogy, Instructional Design & Content Development; Program Lead – Technical & LMS; Project Manager; HR Manager

External

Engages with educational institutions, relevant working groups on digital pedagogy and content development, partner organisations, and service providers supporting virtual lab content development.

How to Apply 

Please submit:

  • Updated CV
  • Cover letter outlining relevant experience
  • Portfolio or sample instructional design work (if available)

Link: https://forms.gle/LhWcAPMxKdH5MGdj8
Deadline: March 10, 2026

Categories
Studying From Home Series

5 Lessons Learnt While Studying From Home During the Pandemic

focused asian girl carefully listening explanation from teacher during remote studies
Photo by Katerina Holmes on Pexels.com

During the COVID-19 pandemic, when students were not able to go to school, eLearning platforms bridged the gap and enabled students to continue learning while at home. Although this brought with it many challenges and added expenses such as Internet data costs, it also showed that learning could continue outside the classroom. In these series of articles, we’ll explore the lessons learnt while studying from home and how we can use these to transform learning into a more interactive process which is not restricted to the classroom. To begin with:

Lesson 1: Teachers Do A Lot

With the advent of the pandemic, we parents became teachers to our children. We had to deal with the children all day, prepare their lessons, assign tasks, mark the assignments and make corrections. All of this brought with it an appreciation of the work teachers do as they do this for a classroom full of students daily. Not to mention those teachers who have kids of their own.

Finding the right content – Navigating the unfamiliar path

Virtual Laboratory

In the first few weeks of the pandemic, we scoured the Internet and social media looking for study content for our kids. What we quickly found out was that not all content was good content. Then there was the added complication that a new curriculum had been introduced for O level, for which there was little to no content available. This is still the case today.

Fortunately for some parents with kids in O level, they were able to get Digital Science & Virtual Lab software which is not only aligned to the national syllabus but also has content for the new curriculum and to top it all off teaches abstract science concepts in a fun & exciting way!

Creating & Sticking to a Study Routine

For a few of us who managed to find the right content, our homes became the classrooms and we became the timekeepers as well, making sure our kids studied when it was time to and also got through all the content they were to study that day. This took a toll on many of us and led to an appreciation for timetables and the teachers who help keep them.

Assigning Homework & Marking

Most parents don’t get that involved in knowing what their kids are learning especially if they are illiterate. But with the classroom being at home, most of us parents had to study what our kids were learning so we could teach them, or at the least be of help, know which assignments to give as homework at what stage and also be able to mark those assignments.

The upside for some of us was that the schools our kids go to started online classes and some of these tasks were ably handled by the lesson management systems chosen by the schools. During that time, Cyber School developed a curriculum guide that helped students know which topics to study when, in all four science subjects. This guide was and still is of great help to parents and students alike.

Doing all the above activities day in and day out for several weeks took its toll on a good number of us parents who now have a deeper appreciation of teachers and the work they do.

A big thank you to all the teachers out there!

This is the first in a series of articles that will explore the lessons learnt while studying from home. Feel free to leave your email in the subscription box below to get notified when the next article is posted.

Categories
Blogs

Taking care of your Projector

Taking care of your projector ​

By Samson Busiku

Projectors are extremely fragile and expensive pieces of electronic equipment. By taking proper care of your projector you can greatly prolong its lifespan and can make sure that it will perform at its optimal level without fault. Performing regular maintenance on all the various parts of your projector, such as projector lens, projector lamp and projector cabinet will ensure that you are always displaying the best quality image possible to your audience.

This article should help you to understand what you need to do to keep your projector tuned up and operating smoothly. Provided below are a few guidelines on how to maintain your projector, how to improve your projector’s operating environment, and a number of useful tips on ways to extend your projector’s life span.

There are also certain precautions you can take when operating your projector on a daily basis to improve your projector’s life span.

1. Remember to read the projector manual or documentation
Almost every new projector on the market will be supplied with an operating manual in either hard copy or electronic format on CD. Before operating your projector for the first time you should try to set aside time to read through the operating manual in detail. This can help to inform you of how to correctly operate your projector.In addition, operating manuals often provide useful maintenance tips specific to your projector model, for example, how to remove your projector’s filter cover. Even if you have previous experience operating projectors, each model has their own unique quirks and features that are important to be aware of. Becoming familiar with these features will allow you to tell when something is wrong, or even better, to take preventative measures to stop things from going wrong in the first place.

2. Store the projector in a cool, dry place
When you first unpack your new projector, ensure that you safely store away the packaging the projector came in. This packaging could be used to store the projector. If in the future it is necessary to transport your projector to another location, placing the projector in anything other than the original box and packing means that there is a higher risk of damage being incurred in transportation. Original packaging will often have protective Styrofoam moulded to the exact shape of the projector to prevent the projector moving while in transit.

3. Powering off or Powering down
Always turn off your projector’s lamp for at least two minutes before powering down. This will prolong the life of the lamp. It is also critical to allow the projector to cool prior to packing it if you plan to travel with it or store it.

4. Airflow is critical
If you have ceiling mounted your projector, make sure that the area near the projector’s intake fan is clean and is not in the direct path of any heat or air vents. Make sure the mounting plates don’t block the fan vent and there is enough airflow around the projector to keep it from overheating. Avoid using your projector in a smoky or polluted environment. Smoke can cause damage to the projector’s optics and can potentially void your warranty.

5. Keep your projector clean
Your projector’s filters allow airflow throughout the projector and prevent overheating. Clogged air filters means decreased ventilation, which means increased temperatures, which means a possible lamp meltdown or explosion. Dust and dirt also affect the image quality. Check your air filters every few weeks and keep them clear. Clean the projector’s lens regularly with a lens cloth. Lens cloths can be purchased at any camera shop.

projecor1
projector

6. Watch the on/off switch.
Don’t be trigger-happy. Turning your projector constantly on and off creates a power surge that will make your projector wear out faster. If you do leave your projector running, make sure that it gets a two-hour rest every 24 hours.

7. Hands off the lamp
Never, ever touch a hot lamp. You can end up with one nasty burn. Never touch a cool lamp bulb either since the oil from your skin leaves a residue on the lamp. Once the lamp heats up the oil residue will burn, creating a black spot on the lamp that shows up on the screen. A large enough oil spot can cause the lamp to shatter.

8. Watch the lamp life.
Be sure the lamp timer has been properly set so the projector will accurately track the lamp life and give you a status update in time for you to replace the projector lamp. You don’t want to be caught off guard with a projector suddenly shutting down because the lamp has run out of time.

9. Let it Cool
When you’ve finished using your projector, allow the lamp to cool down before packing it up. Packing up your projector while it’s still hot may cause lamp filaments and other wires to break.

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Blogs

eLearning Africa Report: ICTs boosting growth but teachers reluctant to change

e-Learning Africa Report:
ICTs boosting growth but
teachers reluctant to change

By Samson Busiku

ICT is the key to improving education and thus boosting growth across Africa but there is still widespread reluctance among teachers, trainers and managers to abandon traditional methods in favour of new solutions.

That is one of the key findings in this year’s e-Learning Africa Report, which will be launched on 20th May 2015 at the e-Learning Africa conference in Addis Ababa by the Ethiopian Deputy Prime Minister and Minister of Communication and Information Technology, Dr Debretsion Gebremichael. A sneak preview of the report will also be given to African education and information technology ministers at the 8th e-Learning Africa Ministerial Round Table today.

Worryingly, say the report’s editors, Harold Elletson and Annika Burgess, our survey of 1500 African education and ICT professionals shows that, despite the importance of ICT in education, there is insufficient awareness in many schools, colleges, institutions and government departments of the benefits it brings.

57 per cent of those surveyed by eLearning Africa said that educators in their own countries are still not sufficiently aware of the benefits of using ICT in education although 95 per cent agreed that ICTs are the key to improving education in their own country.

Reluctance, according to the report, was a major theme emerging from teachers and educators; many revealed that their attitude towards ICTs in education was not always shared throughout their institution.

The report identifies a number of obstacles, preventing the greater use of ICTs in education and training. These include the cost of services and equipment, poor infrastructure and a lack of awareness about how best to use ICT for teaching and learning. 74 per cent of teachers also said they were not provided with enough support to improve their digital literacy. Only a third (33 per cent) of primary school teachers said they had been properly taught digital skills.

Whilst the failure of teachers and educational institutions to take up the technological challenge is disappointing, says Elletson, there is little doubt that in many African countries, the contribution ICTs are making to improving training is having a significant impact on performance and growth in key sectors.

In the agricultural sector, for example, 91 per cent of survey respondents involved in farming say that ICTs have led to increased yields, 87 per cent say they have helped them to develop new business opportunities and 71 per cent say they have used them to adopt new farming techniques. They may be having a wider environmental benefit too 90 per cent say that ICTs contribute to better food security and sustainable development in their region.

It is clear that, with a greater focus on using ICTs effectively to improve education and training, African economies can benefit substantially, says Burgess.

The Report concludes that raising the awareness and skills of teachers and learners is crucial for ICT integration to be successful. A lack of awareness about the benefits, as well as the lack of digital skills, leads to reluctance to embrace them.

Source: PC Tech Magazine

DSC_0493-1000

8. Macs are PCs, just PCs running OS X rather than Windows, or Linux

The above being true, it’s impossible to say that they’re better than a Windows PC, so I’m not going to touch that one. As a Mac user myself, I think it’s probably best left to get the answer from our Windows Editor, Tina, as she tries out a Mac after being a longtime PC user.

What I can address, however, is whether they are overpriced junk, or even if they’re overpriced at all. While they certainly aren’t budget PCs, the so-called Apple tax has been effectively eliminated and the price for most Apple devices is actually quite comparable to their Windows counterparts. For example, if you compare the MacBook Air to higher-end, light-weight, ultra-slim Windows laptop like the Lenovo Yoga 3 Pro, you’ll see that the price is actually quite comparable. The Mac Mini is another great example, as prices between it and comparable units from Dell and others are pretty similar.

We even tried to see if it was worth building a homemade Mac Pro, or just buying one online, the results might surprise you.

9. To Protect Yourself From Vulnerabilities, Use Firefox/Safari/Chrome/IE

X Browser being safer than Y browser is a comparison that really doesn’t have much to do with the consumers who use it. Browsers are simply an execution environment for JavaScript, and as such they’re all equally at risk to exploits and attacks. It’s also important to note that most browser-based attacks are through browser add-ons and plug-ins, not the browser itself.

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Blogs

Ugandan School Soaks up e-Learning

Ugandan School Soaks up e-Learning ​

By Samson Busiku

Gayaza High School, a girls’ institution with a long history of excellence, showcased their e-Learning centre that will integrate classroom study with technology. Ronald Ddungu, the Deputy Head Teacher said they have adopted an inclusive approach to e-Learning where teachers have actively integrated technology into teaching.

Students can now access class notes, homework and carry out research in a timely manner to further compliment the education curriculum in Uganda.

Ddungu said the e-Learning initiative has already enabled Gayaza High School to win $15,000 for having one of the most innovative worldwide ideas during this year’s Microsoft in Education Global Forum in Barcelona, Spain in March.

The use of technology in schools in Uganda will help improve the delivery of the curriculum. Gayaza High School will work closely with other schools and mentor their teachers in adopting the use of technology in their work, Ddungu said.

During a recent tour of the school, Mark East, General Manager of Global Sales and Operations at Microsoft, said: The government of Uganda needs to set a policy and infrastructure for schools to access internet and technology because Information Technology is a tool that each student needs to have a right to.

He said, Teachers, like those in Gayaza, need to learn how to effectively integrate ICT into their curriculum and classrooms. It helps create immersive learning experiences that improve students’ experiences and skills through technology.

He said Microsoft’s approach to e-Learning is a not a one-device-fits-all solution. With access to ICT in schools still unevenly distributed, schools across Uganda are at different levels of implementing e-Learning programs and therefore have different needs.

Gayaza High School has since 2007 been a centre of Excellece for the Cyber School Technology Solutions Digital Science and Virtual Lab software. The school’s administration has vowed to continually be supportive of e-Learning activities, which is highly commendable in a generation where ICTs are growing and changing the world as we know it.

Credit: East African Business Week

“For instance, there is a high teacher absenteeism rate in Uganda, as reported by the BBC, meaning that 40% of public school classrooms don’t have teachers teaching in them”, he said.

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