Senior Learning Designer (2026-0203)

The Information Communication and Technology Council (ICTC) is seeking a Senior Learning Designer to lead the design of evidence-based learning frameworks, curriculum architecture, and skills development initiatives that help translate complex research and technical requirements into practical learning pathways.

This role sits within ICTC's Program Design team and works closely with colleagues in Research and Policy, data science, program delivery, and external subject matter experts. The Senior Learning Designer will lead a major national initiative from discovery through skills and competency structuring to curriculum framework development, while also contributing learning design expertise to other ICTC initiatives as priorities and capacity allow.

The successful candidate will be working at the intersection of learning design, curriculum development, research, skills frameworks, and technology. They will be able to take large volumes of existing material, stakeholder input, and sometimes conflicting terminology and turn them into coherent, defensible, learner-centred structures. Success in this role requires strong methodological judgment, excellent facilitation skills, and the ability to move between strategic design and hands-on execution.

Key Responsibilities

Learning Design and Curriculum Framework Development

Lead the end-to-end development of competency-based curriculum frameworks for technical and professional learning initiatives.

Translate identified skills and capabilities into clear curriculum architecture, including foundational and domain-specific learning, prerequisites, progression pathways, proficiency expectations, and learning outcomes.

Apply adult learning, competency-based education, backward design, constructive alignment, and related learning design principles to ensure frameworks are practical, coherent, and learner-centred.

Define observable learning outcomes and appropriate evidence of learning, assessment approaches, and indicators of proficiency.

Map existing courses, modules, and learning resources against curriculum frameworks to identify strong coverage, partial coverage, duplication, and genuine gaps.

Develop learner pathways that support progression from foundational knowledge to applied, advanced, or specialist capability as appropriate.

Ensure learning frameworks can support multiple delivery formats, learner audiences, and provider contexts without requiring unnecessary uniformity in delivery.

Skills, Competency, and Taxonomy Development

Work with Research and Policy, data science, and subject matter experts to develop and maintain structured skills, competency, and training taxonomies.

Extract, normalize, and organize skills, capabilities, topics, competencies, prerequisites, learning outcomes, and proficiency levels from multiple source materials.

Develop and apply controlled vocabularies, aliases, definitions, classification rules, and cross-domain relationships that support consistent use of terminology.

Identify overlaps, duplication, inconsistencies, gaps, and legitimate variations across source materials and stakeholder perspectives.

Support the creation of metadata structures, mapping rules, and machine-readable outputs that enable taxonomies and frameworks to be used in digital platforms, databases, and learning systems.

Maintain source traceability, decision records, version control, and governance documentation so frameworks remain transparent, defensible, and maintainable over time.

Discovery, Research, and Stakeholder Engagement

Lead structured discovery across existing training materials, course inventories, competency frameworks, standards, policies, and related documentation.

Plan and facilitate interviews, workshops, working sessions, and validation activities with subject matter experts, post-secondary institutions, research organizations, training providers, learners, and other stakeholders.

Develop consultation guides and structured feedback tools that focus stakeholder input on clear decisions and deliverable requirements.

Synthesize qualitative and documentary evidence into clear findings, design recommendations, and decision points.

Facilitate resolution where stakeholders use conflicting terminology or hold different technical or pedagogical perspectives, drawing on evidence and clearly documenting the rationale for recommendations.

Incorporate learner perspectives at appropriate stages to test clarity, usability, discoverability, prerequisites, and progression pathways.

Cross-Functional Integration and Evidence-to-Program Translation

Act as a bridge between ICTC's research and program design functions, helping translate labour market intelligence, skills evidence, and research findings into practical learning and workforce development solutions.

Collaborate closely with researchers, data scientists, program designers, facilitators, evaluators, and technology specialists to connect evidence, learning design, and implementation.

Contribute learning design expertise to new program concepts, proposals, pilots, and capacity-building initiatives across ICTC.

Help establish repeatable internal approaches for using ICTC's skills and labour market evidence to inform curriculum, training, and program design.

Provide internal advice and quality assurance on learning architecture, curriculum coherence, assessment, and learner experience across priority initiatives.

Project Delivery and Client Engagement

Lead assigned workstreams from planning through delivery, working within defined scope, timelines, milestones, and quality requirements.

Maintain clear workplans, decision logs, consultation records, version histories, and other project documentation required for effective delivery and accountability.

Work within a matrixed project environment with clear decision rights and close collaboration across Program Design, Research and Policy, and other internal teams.

Communicate progress, risks, dependencies, and decisions clearly to project leadership and external clients or funders.

Manage changing inputs and competing perspectives while protecting agreed deliverables, timelines, and quality standards.

Prepare and present frameworks, recommendations, and project findings to technical and non-technical audiences.

Quality, Governance, and Continuous Improvement

Establish clear methodological standards and quality assurance practices for learning frameworks and related deliverables.

Ensure designs are grounded in evidence, validated by appropriate subject matter expertise, and usable by intended audiences.

Document recommendations and decisions so that changes can be understood, reviewed, and maintained over time.

Support governance and maintenance approaches for taxonomies, competency frameworks, and curriculum structures after initial development.

Identify opportunities to improve ICTC's learning design methods, tools, templates, and cross-functional ways of working.

Travel and Flexibility

Travel within Canada on an occasional basis to support workshops, stakeholder engagement, and project delivery.

Demonstrate flexibility and readiness to contribute to related ICTC learning, skills, and program design initiatives as organizational priorities evolve.

Qualifications & Experience

Education

Graduate degree in Education, Curriculum Studies, Instructional Design, Learning Sciences, Educational Technology, Adult Education, or a related field with demonstrated knowledge of contemporary pedagogy. An equivalent combination of education and relevant professional experience may be considered.

Experience

7+ years of progressively responsible experience in educational research, learning design, curriculum development, competency-based education, instructional design, workforce development, digital pedagogy, or a related field.

Demonstrated experience developing curriculum frameworks, c