Analyzing the Roles, Activities, and Skills of Learning Technologists: A Case Study From City University London

Fox, Olivia; Sumner, Neal

doi:10.1080/08923647.2014.897465

Cited by 9 publications

(3 citation statements)

References 7 publications

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“…Learning technologists as a sub-group of academic practice are an important group when looking from a postdigital perspective. It is clear that specialists with expertise are required and exist in many organisations, but how these groups work together is still far from clear (Fox and Sumner 2014;Gurbutt and Williams 2018).…”

Section: Design For Learning and Teaching In Higher Educationmentioning

confidence: 99%

Design as a Discipline for Postdigital Learning and Teaching: Bricolage and Actor-Network Theory

Matthews

2019

Postdigit Sci Educ

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Digital technologies for learning and teaching have promised much in higher education (HE). There has become, however, a dualism between digital and non-digital and a technological determinism which in some cases promotes digital technologies as being innately superior to the non-digital. There is pressure on universities to provide learning and teaching in new ways in the face of regulation, as well as increased numbers and diversity of students. The postdigital perspective allows for the appropriate approaches and tools to be used. Design for learning and teaching in HE has developed interventions which promote use of digital resources, but for some have not yet met the promise of 'enhancing' learning. Moving outside of education, approaches from design as a discipline are sketched out, including design thinking and the epistemology of design. All of these show how designers (in general) go about their work. How designs come about can be analysed by using the framework of people (epistemology), processes (praxeology) and products (phenomenology) in design. Actor-network theory is used as an approach across each stage of this framework, and those designing in HE are encouraged to be bricoleurs, using a variety of tools for the job at hand and to think of the designs as assemblages. The ideas described here are useful for the practices of those involved in the design of learning and teaching.

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Section: Design For Learning and Teaching In Higher Educationmentioning

confidence: 99%

Design as a Discipline for Postdigital Learning and Teaching: Bricolage and Actor-Network Theory

Matthews

2019

Postdigit Sci Educ

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“…The staff in learning technology related roles (which includes learning technologists, data or technology specialists, designers, academics and educational developers) have a diverse range of influence, agency and authority in the institutional strategic discourse and subsequent actions arising from it (Austen, Parkin, Jones-Devitt, Mcdonald, & Irwin, 2016;Bryant, 2015;Mitchell, Simpson, & Adachi, 2017). There is also significant variation in how visible or present they are in the integration of technology into wider strategic initiatives and how they understand or share their own sense of identity, either collectively or institutionally in that context (Browne & Beetham, 2010;Fox & Sumner, 2014;Walker & MacNeil, 2015). This places staff in these roles in institutional positions that are rent with contradictions, centred on where they act in supporting and leading technological change in institutions.…”

Section: Introductionmentioning

confidence: 99%

“…This places staff in these roles in institutional positions that are rent with contradictions, centred on where they act in supporting and leading technological change in institutions. The can make their job role feel "...often marginalised and sometimes precarious" (Fox & Sumner, 2014;p.94)…”

Section: Introductionmentioning

confidence: 99%

Precarious Voices: The Shared Hopes and Dreams of those Teaching and Supporting Learning in Digital Contexts

Bryant

Lanclos²,

White

2019

JECP

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University staff in learning technology related roles are critical to the capability of the institution to effectively enhance the student experience, deliver an engaged curriculum and achieve significant pedagogical change. However, their perceptions of identity, precarity, status and capability and the locations and roles they are located in within many institutions can challenge that capability. Drawing on data gathered about the hopes and dreams of over two hundred learning technology related staff at three workshops held in the United Kingdom, Australia and Germany, this paper will explore the contradictions and paradoxes that impact on the capability of staff in learning technology related roles to influence and shape pedagogical and technological change.

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The educational technologist as a variety-handler

Bardone

Tonni²,

Chounta

2020

Educ Inf Technol

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Analyzing the Roles, Activities, and Skills of Learning Technologists: A Case Study From City University London

Cited by 9 publications

References 7 publications

Design as a Discipline for Postdigital Learning and Teaching: Bricolage and Actor-Network Theory

Design as a Discipline for Postdigital Learning and Teaching: Bricolage and Actor-Network Theory

Precarious Voices: The Shared Hopes and Dreams of those Teaching and Supporting Learning in Digital Contexts

The educational technologist as a variety-handler

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