Developing a micro-credential for Learning Designers: A Delphi Study

Abstract

Teaching and learning online have increased as a consequence of the pandemic. There is an increasing need for learning design proficiency both in terms of new roles and also new expertise. In recognition of this, the Tertiary Education Commission in Aotearoa | New Zealand is supporting the design of a micro-credential to develop introductory knowledge in this field. Given the complexity and breadth of competencies needed in this role determining the foundational components is challenging. Prior research focused on professional standards and employer requirements only capture one perspective of the role. In this Delphi study, we sought the views of thirty-four learning designers to determine the essential competencies required for learning design in the current (post)pandemic context. Findings demonstrate the importance of understanding the nuances of different modes of learning, pedagogy before technology and the value of relationships.

Facilitators of Success for Teacher Professional Development in Literacy Teaching Using a Micro-Credential Model of Delivery

“…Pedagogical practice included the use of organization of both the course content and the instructor, and flexibility with access and completion. It is also important that best practices for learning design, such as Universal Design for Learning principles; culturally responsive design; and considerations of different modes and learning approaches are taken into consideration when designing an online micro-credential course [53]. Elements of these principles for effective online learning are seen in the current research and highlighted as both strengths and opportunities for improvement in the data presented.…”

How to build a learning designer

“…Learning design is a multidisciplinary field combining theoretical and practical elements from a range of disciplines and professions. There has been considerable research recently into the knowledge, skills, and capabilities relevant to learning design and educational technology professionals (Kang & Ritzhaupt, 2015;Klein & Kelly, 2018;Kumar & Ritzhaupt, 2017;MacCallum & Brown, 2022;MacLean & Scott, 2011;Martin & Ritzhaupt, 2020;Rieber, 2018;Ritzhaupt & Kumar, 2015;Ritzhaupt et al, 2021;Wang et al, 2021)including specific aspects such as leadership (Ashbaugh, 2013;Ashbaugh & Piña, 2014;Chongwony et al, 2020;Gardner et al, 2018) and project management (Kline et al, 2020). There are also several professional organisations across the education and human resources sectors with published standards and competency frameworks for instructional or learning design.…”