E-Learning — P3

ELEARN.ELEARNINFD5D.P3

P3P3 — Mid-Level Professionalhigh0.90approvedglobalv1

Designs and develops digital learning solutions (instructional design and eLearning development) by translating subject-matter content into structured, interactive courses using authoring tools, multimedia, and LMS platforms — distinct from classroom facilitation/training delivery and from pure LMS administration. Grounded in adult learning theory, instructional design models (ADDIE, SAM), and technical standards (SCORM).

♡ SaveMy saved →My collections →

Level

P3 · P3 — Mid-Level Professional · 3–5 yrs

Function · Focus

E-Learning · E-Learning

Market pay (median)

$82k ($65k–$105k)

Pay basis

function-anchored · wide bars

Focus — E-Learning

Responsibilities by level

What this person actually does at each level on the professional track — escalating scope, not one generic blob. Your level is highlighted.

Supports course development and content creation under the supervision of senior designers
Gathers content from subject matter experts and assists in drafting learning objectives
Formats eLearning modules and builds learning materials using authoring tools such as Articulate Storyline and Adobe Captivate
Carries out research and assists senior designers with assigned project tasks
Participates in course reviews and applies feedback to assigned modules

Takes end-to-end responsibility for defined eLearning development projects following established design procedures
Conducts needs assessments to determine learning objectives and content requirements
Integrates multimedia elements (graphics, video, audio) into interactive modules using Adobe Creative Cloud, Camtasia, and Vyond
Packages and deploys content to LMS platforms ensuring SCORM compliance and correct tracking
Implements feedback mechanisms to evaluate training effectiveness on assigned courses

P3this profile

Leads projects through every stage from analysis through design, development, and post-training evaluation with milestone review
Conducts advanced needs assessments aligned with organizational goals
Leads cross-functional teams and facilitates stakeholder meetings to gather requirements and align on scope
Applies instructional design frameworks (ADDIE, SAM) to structure courses based on adult learning principles
Manages multiple eLearning development initiatives, coordinating SME input, multimedia integration, and LMS deployment

Oversees multiple design projects and selects appropriate design models, methods, and authoring approaches for complex learning needs
Consults with business leaders to align training solutions with organizational goals and competency targets
Leads the adoption of new technologies and methodologies, including AR, VR, and AI-driven learning experiences
Mentors junior designers and reviews their work for adherence to design standards and quality
Partners with leaders and SMEs to deliver training that drives competency and engagement across functions

Handles strategic instructional design initiatives and shapes the future direction of instructional design within the organization
Provides strategic leadership and daily oversight to Course Builders and QA staff across the design and development process
Brings deep expertise in adult learning theory, cognitive science, and evidence-based learning to define organizational design standards
Leads design and development of enterprise educational programs, ensuring solutions are effective, aligned, and high quality
Establishes quality assurance frameworks and ensures adherence to design models and standards across all projects

Level guidelines

The universal leveling rubric applied to this function — how scope, complexity, collaboration, and experience step up across levels.

Level	Knowledge & Application	Complexity & Problem Solving	Collaboration & Interaction	Typical Degree & Years
P1	Applies foundational knowledge of authoring tools and instructional formatting to routine course-building tasks; learns adult learning concepts and design models on the job.	Handles routine content formatting and module assembly problems with standard solutions; escalates anything ambiguous to senior designers.	Works within stable internal relationships, primarily with senior designers and SMEs to gather content under direction.	0-1 years; new graduate or intern, often as a Learning Design Assistant.
P2	Applies defined instructional design procedures, SCORM packaging, and multimedia integration to develop conventional eLearning modules with growing independence.	Exercises judgment in familiar instructional contexts; resolves development and LMS deployment issues within established procedures.	Builds productive project relationships with SMEs and reviewers; may guide junior staff on tooling.	2+ years with a BA, or MS/PhD with no prior experience.
P3	Applies instructional design frameworks (ADDIE, SAM), adult learning theory, and needs-assessment methods across diverse projects with day-to-day independence.	Evaluates identifiable factors — learner needs, content complexity, delivery constraints — to design effective, fit-for-purpose learning solutions.	Networks with senior professionals, facilitates stakeholder meetings, and coordinates cross-functional project activities.	5+ years (BA), 3 years (MA), or PhD without experience.
P4	Applies in-depth expertise across design models, emerging technologies (AR/VR/AI), and pedagogy to complex, functional-impact learning programs; selects methods independently.	Performs in-depth analysis of complex variables — competency gaps, technology fit, stakeholder priorities — to design solutions affecting whole functions.	Coordinates across groups, influences leadership decisions on training strategy, and mentors/leads project teams.	8+ years, often with graduate education in instructional design or related field.
P5	Brings expert mastery of adult learning theory, cognitive science, and evidence-based learning to set organizational instructional design strategy and standards.	Resolves strategic, intangible problems — aligning learning architecture with business objectives and emerging technology adoption — with high independence.	Builds influential networks with business leaders, acts as a spokesperson for instructional design direction, and provides leadership/oversight to design and QA staff.	12+ years with extensive instructional design and L&D expertise.

Skills

Focus-specific skills the role applies — the relevance layer beyond the occupational base.

Authoring Tools Proficiency: Expertise in e-learning authoring tools such as Articulate Storyline and Adobe Captivate to build interactive digital courses.
Instructional Design Frameworks: Familiarity with process models like ADDIE and SAM to analyze learning needs, design materials, and evaluate instruction effectiveness.
Technical Standards (SCORM): Knowledge of technical interoperability standards like SCORM for content packaging and LMS deployment.
LMS Administration: Experience managing, integrating, and deploying content within Learning Management Systems.
Multimedia and Graphic Design: Ability to create graphics, video, and audio using design and editing software.
Light Coding / Web Skills: Basic web development using HTML, CSS, and JavaScript for customizing learning content.
Adult Learning Theory: Understanding of adult learning theory, cognitive science, and pedagogy to structure content based on learning objectives.
Emerging Technology Familiarity: Comfort with AR, VR, and AI technologies for next-generation learning experiences.
Needs Assessment: Ability to assess training needs and conduct advanced needs assessments aligned with organizational goals.
Stakeholder Management: Facilitating stakeholder meetings and consulting with business leaders to align training with strategy.

Provenance

The evidence base behind this profile — every layer is sourced; quality is scored by an adversarial review panel (1–5; passes at ≥4 on the minimum dimension).

Level differentiation4.5Focus specificity5.0Concreteness4.5Factual accuracy4.5Real-world coverage4.5

19 sources

Level — P3 — Mid-Level Professional

Fully competent professional; works independently on standard projects

Scope: Features or a sub-system end-to-end
Autonomy: Works independently on standard work; reviewed on the non-standard
Complexity: Diverse problems; adapts existing approaches
Impact: Project / team outcomes
Decision rights: Owns implementation decisions for own scope
Leadership: Mentors juniors informally
Typical experience: 3–5 yrs

Adjacent roles

Nearest roles by structural coordinates (level + taxonomy). Distance 0 → 1; each carries its 3-state match band. How coordinates work → · Compare side-by-side →

ELEARN.ELEARNINFD5D.P2

E-Learning — P2

confident0.06

ELEARN.ELEARNINFD5D.P4

E-Learning — P4

confident0.06

ELEARN.ELEARNINFD5D.P1

E-Learning — P1

confident0.11

ELEARN.ELEARNINFD5D.P5

E-Learning — P5

confident0.11