Instructional designers are learning and development experts with in-depth knowledge of strategies in instructional design. They use all available instructional design principles, models and theories in learning to achieve instructional goals and fill knowledge gaps. Instructional designers generally have a perfect knowledge of Digital learning authoring tools and LMS platforms because they must use them to design and develop meaningful Digital learning experiences.

The duties of the instructional designer are as listed below:

• participate in the design with the Team Leader of the overall system.
• coordinate the entire system during the implementation phase.
• validate the tools and propose the methods necessary for the implementation of the LMS system.
• provide support to implement the e-resources, activities and evaluations associated with a module- which includes:
  • the creation and development of content with the Author (s) by bringing together all the pieces of the puzzle to create a flow in the learning progress of the Digital learning course which is stimulating and engaging for easy comprehension of learners.
    This is achieved by scripting / structuring the entire learning course at each level of granularity (training session, class session, activity, etc.): through interactive storyboards/scenarios, production of educational resources, links to additional resources, scripting of instructional video sequences, developing compliance manuals, integrating different realities where applicable, balancing formative and summative assessment etc.
  • advice on the integration of the content into the layout of the e- learning module on the LMS platform.
  • recommendation on the relevant ICT tools which can be cloud or subscription-based for the design of the accompaniment and support scenario for learning activities of learners.

The graphic designer manages all graphics, animations, sound, user interfaces, interactivities and videos and makes Digital learning course visually appealing and engaging using interactive elements and graphics, and in some cases even printed educational materials.

The duties are to:

• Translate and create the graphic features/template(s) expressed by the team: the videos in Digital learning scenarios or any interactive element present in the visual design of the Digital learning course.
• To assist in any promotional or marketing material, whilst ensuring adherence to the Corporate Identity Guidelines of UdM by customizing the course with the organization’s branding requirements such as logo, colors, fonts, layouts, and so on.

They are mainly engineers in Digital learning with strong technical skills as they must use web-based learning platforms to collaborate with other members in the pedagogical and multimedia teams for developing and designing engaging content for digital and blended learning programs.

The duties are mainly to work in close collaboration with other members in the pedagogical & multimedia teams by

• acting as supports to the Instructional Designer.
• staying informed on any new trends in learning approaches, technology and tools to ensure the delivery of innovative solutions to academics.

Given the feedback of the students on technology-enabled learning, there is scope for improvement in technical support provided to students.  The support of the IS department is primordial for this purpose.

He should possess sound knowledge of different web-based applications and tools such as HTML5 and Learning Management Systems. He must also have the expertise in testing courses for SCORM/AICC compatibility.

The key responsibilities of the IT Systems Administrator are to

• take care of the daily operations of the LMS.
• support the deployment of ICT in education through the integration of multimedia tools
  (plugins in Moodle….) and provision of appropriate services, including support and
  maintenance of the technological environment according to the means available.
• ensure compliance with information security standards.
• collaborate with the Digital learning committee for the choice and implementation of rules
  and regulations for the use of techno-pedagogical tools.
• monitors all uploaded training activities, maintains training records of employees, and
  generates statistical reports of employee progress for review.

Note:
Once the content creation specialists have completed their work, the LMS specialist takes over. He must work with the instructional designers and have the support of the IT specialist. The LMS platform is the tool that will be used to deliver the Digital learning course to learners.

• The duties of the IT system administrator are to:
  configure the platform functionalities specified by the teaching team.
• ensure the maintenance as well as the proper technical functioning of the system.
• make sure that the Digital learning course downloads correctly and that each element is
  well in its place in the scenario.
• supervise and assign duties to the technical team and explain the technical constraints
  to the teaching team.

The involvement of the IT specialist continues beyond the end of the development process. He has the responsibility to solve all technical issues and to ensure that the technical issues associated with the Digital learning process are sorted out in order to enable a smooth implementation.

The duties of the IT specialist are to:

• manage networks and technological tools. For example, if a specific schedule is required in order to download an element in a course on the Digital learning platform, the IT specialist must offer assistance.
• help users who cannot log in or are having technical issues.
• ensure proper maintenance of the system.
• ensure proper backup of system parameters and resources.

The duties of the administrative team are to:

• work on the schedule of the system and the Budget.
• perform the registration of users: receiving and monitoring registrations on the Platform and in courses.
• manage the provision and maintenance of the necessary equipment for training.
• manage the room reservation schedules for the face-to-face sessions.
• administer the Digital learning system (including enrolment of users: registration on Moodle platform and courses; managing marks etc.)

Misspelled words, technical glitches, and outdated or inconsistent content can quickly erode the course’s credibility. The dedicated quality assurance tester ensures that all system is of best quality and meets standards by planning, performing, and overseeing inspections and tests.

In view to constantly improve the Digital learning system to ensure its sustainability, the quality tester is the last line of defence to review programmes from a technical standpoint by identifying and reporting any issues in real time so that everything is working properly before being rolled out to learners. He shall explore and check the possible paths a learner might take to ensure that he doesn’t run into any issues such as navigation errors, typos and other nasty element of the final version of the Digital learning course.

To optimize courses using the eLearning QA checklist, he runs numerous quality assurance tests to verify that every aspect of the Digital learning course is correct, from text to pictures and interactive scenarios (text, context, visuals, audio, navigation, quizzes, interaction, compliance, user access, and system compatibility). He ensures that measures are taken to track and deliver a quality program. He can use learners who will look for errors or technical problems that may have been overlooked.

The communication specialist is part of the Administration teams and acts as an intermediary between the Digital learning team and the audience. He takes care of general notifications of Digital learning courses as well as the collection of feedback from learners. Unlike most members of the Digital learning team, the role of the communication specialist does not end once the Digital learning module has been delivered. He works with the stakeholders to make sure everyone is up to date and updates are done properly.

For modules with a significant portion assigned to distance learning mode or where the pedagogy gives a large place to ICT, the latter should be conversant with the use of ICT and it is his duty to:

• abide by the policies, rules and regulations of UdM.
• ensure that he has the necessary equipment for distance learning.
• ensure appropriate use of the smart classroom and its equipment.
• effectively use the material at his disposal to carry out the learning associated with the course.
• make necessary arrangements for note-taking.
• understand the implications of the use of ICT and assume his social and ethical responsibilities as a user of ICT. This includes the use of appropriate netiquette to the Digital learning team – that is appropriate language and behaviour at all times.
• no recording shall be effected without prior approval of the lecturer.
• login using their real name and actual photograph, for ease of identification.
• switch on his camera upon request for authentication and regular check of attendance.
• switch off the microphone when not interacting.
• devote his full attention at all times to the online session.