Avoiding Educational Technology Pitfalls for Inclusion and Equity

Alvarez, Monica Sulecio de; Dickson-Deane, Camille

doi:10.1007/s11528-018-0270-0

Cited by 18 publications

(7 citation statements)

References 19 publications

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“…Another approach is that students could be taught to make use of these skills explicitly, especially in the nature of dealing with ill-structured problems (Jonassen, 2008 ) as it relates not only to the field but to society at large (Reeves & Lin, 2020 ). This can be done in conjunction with authentic learning by providing varying contexts for learning designs (de Alvarez & Dickson-Deane, 2018 ; Dickson-Deane, 2020 ; Romero-Hall et al, 2020 ), or even as part of systemic peer review (Brill, 2016 ). Brill refers to the need to develop adaptive decision making (Klein, 2011 ).…”

Section: Reviewing the Current State Of Learning Design Instructionmentioning

confidence: 99%

What should learning designers learn?

Heggart

Dickson-Deane

2021

J Comput High Educ

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There is widespread interest in employing designers who focus on learning, performance and education technology in many industries at a global level. In Australia, learning designers are in demand in Education, Corporate Training, Finance, Charity, Non-Government Sectors, and also in Start-Ups and Entrepreneurial arenas. This demand is despite the fact that the role of the Learning Designer is incredibly varied, contextually-based, and also unclear to many employers – and students! This suggests that there is currently an opportunity for learning designers and academics who deliver learning design content to define what it means to be a learning designer. This paper presents an Australian case study which uses design-based research methods in a pre-production mode to identify the key principles that informed the development of a course of study (what others may refer to as a program). How those principles were operationalised within the course design and more are discussed in an effort to reposition understandings of knowledge, skills and abilities for this field.

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Section: Reviewing the Current State Of Learning Design Instructionmentioning

confidence: 99%

What should learning designers learn?

Heggart

Dickson-Deane

2021

J Comput High Educ

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“…While this perspective is an undeniable part of our field's identity, it is also a narrow one. It ignores a growing interest and focus on learning design and the role that educational technology can play in addressing ongoing and longstanding issues of systemic injustice and oppression (e.g., Bradshaw, 2018;Dickson-Deane et al, 2018;Sulecio de Alvarez et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Preface to the special issue

2021

JAID

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“…As we delve one level down from the strategic level into the operational level of the university (i.e. the learning process), the student struggles between being autonomous and having their own agency to engage and perform with and within the process (de Alvarez and Dickson-Deane, 2018; Lam, 2015; Thompson-Whiteside, 2012). If we were to continue this approach, the perceived autonomy is provided to a student literally before the actual enrolment and after the graduation event.…”

Section: Introductionmentioning

confidence: 99%

The student as customer and quality in higher education

Calma

Dickson-Deane

2020

IJEM

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PurposeThis paper explores some management concepts and how applying these concepts from business to higher education can be problematic, let alone incompatible, particularly in relation to measuring quality in higher education.Design/methodology/approachIt provides a conceptual understanding of the literature on quality in the higher education context. It does so by examining the literature on students as customers, customer expectations, customer satisfaction and other management theories that have been applied to higher education.FindingsIt argues that the current bases for perceiving quality such as meeting customer expectations, satisfying the customer, ensuring quality control, meeting standards and assessing the cost associated with poor quality are in disagreement with the principal aims and measures of quality in higher education.Research limitations/implicationsThis paper can certainly benefit from many other concepts in business that have been applied in higher education, which it lacks. It only focussed on a number of key and popular ideas in management theory that have been used in higher education more broadly.Practical implicationsStudent-focussed quality initiatives can be devoid of the student as customer concept. How programs, subjects and experiences are curated can be solely for the purpose of continuous improvement. Second, universities that choose to treat the student as a customer may find it beneficial to apply a relationship marketing approach to higher education. Lastly, those against the student as customer concept may focus on the long-term impact of quality initiatives such as promoting lifelong learning, building long-term relationships with alumni and employers and those that further promote academic integrity.Originality/valueSome considerations have been offered. These considerations revisit the basic notions of teaching and learning in higher education. It puts an emphasis on sidestepping the student as customer metaphor, that learning is not expressed in dollar terms, and that the quality of the student experience cannot be measured by student evaluation alone because it is felt much later in life.

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Avoiding Educational Technology Pitfalls for Inclusion and Equity

Cited by 18 publications

References 19 publications

What should learning designers learn?

What should learning designers learn?

Preface to the special issue

The student as customer and quality in higher education

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