Formulated Professional Identity of Learning Designers and the Role of Open Education in Maintaining that Identity

Heggart, Keith

doi:10.1007/978-3-030-67349-9_3

Cited by 6 publications

(4 citation statements)

References 16 publications

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“…The acceleration of technology-enhanced learning in higher education has induced a corresponding increase in the number of learning designers within the sector (Chen & Carliner, 2021). Although there are different roles and titles employed in higher education, including instructional designers (Caskurlu et al, 2021) and educational technologists (Ritzhaupt et al, 2018), the term learning designers has been prevalently used in the Australian higher education context (Davey et al, 2019;Heggart, 2021). The use of the term learning designers is ideal for this paper because it refocuses learning design through the adoption and use of learning technologies to improve learning and teaching (Heggart, 2021), rather than the more instrumental technology focus of educational technologists.…”

Section: Learning Technology Discourses In Higher Educationmentioning

confidence: 99%

“…Although there are different roles and titles employed in higher education, including instructional designers (Caskurlu et al, 2021) and educational technologists (Ritzhaupt et al, 2018), the term learning designers has been prevalently used in the Australian higher education context (Davey et al, 2019;Heggart, 2021). The use of the term learning designers is ideal for this paper because it refocuses learning design through the adoption and use of learning technologies to improve learning and teaching (Heggart, 2021), rather than the more instrumental technology focus of educational technologists. In the context of Australian higher education, learning designers have becoming increasingly crucial to building pedagogical innovations supported by the adoption and use of learning technologies (Slade et al, 2020).…”

Section: Learning Technology Discourses In Higher Educationmentioning

confidence: 99%

“…The complexities of the learning and teaching process involving these two stakeholders remains not well understood and under-researched (Heggart, 2021;White et al, 2020). Teaching academics are not only required to have content and pedagogical knowledge, but are increasingly expected to possess technological knowledge and skills (Brinkley-Etzkorn, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Learning technology as contested terrain: Insights from teaching academics and learning designers in Australian higher education

Tay

Huijser

Dart

et al. 2023

AJET

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Learning and teaching is no longer the exclusive domain of teaching academics and is increasingly reliant on third-space professionals, in particular learning designers. The sharing of the design of the learning and teaching space is underlined by the increasing collaboration between teaching academics and learning designers. This qualitative study explores how these two key stakeholders understand learning technology, which is critical to shaping the teaching and learning process in contemporary higher education. Foucauldian discourse and power were employed as the theoretical lens to analyse semi-structured interviews with 12 teaching academics and 5 learning designers at a large Australian university. Although learning designers and teaching academics share a mutual interest in improving the learning and teaching process, the findings also revealed five discourses where practice was contested: centralisation, surveillance, institutional homogenisation, responsibility, and efficiency. This article calls for a new focus on the collaborative aspect of the learning design and teaching process that is constantly (re)negotiated between these two main stakeholders. Implications for practice or policy: Teaching academics and learning designers should develop practices that recognise the collaborative nature of learning technology in higher education. Universities should develop practices and policies that reduce tensions within the five identified discourses of learning technology to ensure a more collaborative teaching academic-learning designer relationship.

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Section: Learning Technology Discourses In Higher Educationmentioning

confidence: 99%

Section: Learning Technology Discourses In Higher Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Learning technology as contested terrain: Insights from teaching academics and learning designers in Australian higher education

Tay

Huijser

Dart

et al. 2023

AJET

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“…A new model of teacher professional development for language teachers was proposed to better prepare teachers for such events and challenges (i.e., other pandemics and catastrophic weather events) by conceiving of them as designers. This model adapted the 6 C's framework for learning designers (Heggart, 2021). Keywords: design process, teachers as designers, higher education, language teachers…”

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confidence: 99%

Conceptualising Teachers as Designers in the Higher Education Context: Case Studies from Indonesian English University Teachers

Mustikasari

Heggart²

2022

APUBS

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Empirical studies have revealed the learning design processes employed by teachers in higher education institutions in developed countries (Bennett et al., 2017; Kali et al., 2011; Markauskaite & Goodyear, 2009). However, there has been limited research into the way that university teachers in developing countries design for learning and whether they adopt similar design routines – and indeed, whether there are similarities to the work of learning designers in these settings. A multiple-case study design was developed to investigate the design processes of eight Indonesian English University Teachers (IEUTs) working in a variety of Indonesian universities in implementing blended (pre-COVID) and online (during COVID) learning in their classes. Due to the Australian travel restrictions to mitigate the effects of COVID-19 in 2020, data gathered remotely included digital document analyses, online interviews and online class observations. This data was analysed and a cross-case analysis was undertaken in order to identify common themes. It was possible to identify design processes that the IEUTs had in common with those described by Bennet et al. (2017). However, this model did not anticipate design issues caused by socio-economic and cultural context in which the IEUTs were teaching. Specifically, factors such as the technological affordances and the costs related to online or blended learning were not described. However, this study noted that these factors had a significant effect upon teachers’ design work, often requiring them to redesign learning experiences – sometimes while a subject was ongoing. This challenge was exacerbated by the COVID-19 pandemic, which also meant that teachers were required to work with technologies with which they were not familiar. This, in turn, led to further challenges, at an institutional level, as some universities were not well prepared for online learning. Teachers who received institutional support services such as a set of curricula, teacher training, support technologies, financial support (i.e., competitive grants to develop online modules in the university’s e-learning platform) and hands-on support from IT Centre’s staff experienced fewer challenges compared to teachers who were less supported. However, all participating teachers’ design practices were constructed from “accidental pedagogies” (McGee & Carmean, 2012) caused by the trial-and-error approach adopted during COVID-19. These teachers faced significant obstacles including ensuring academic integrity, retaining control over the classroom, and ensuring equitable access to course content. Although these design processes might not demonstrate an effective learning design in an ongoing setting, these design practices should be “forgiven” (Dickson-Deane, 2020) as they were a response to an emergency setting. The IEUTs experienced similar design routines to those of instructional designers (Dickson-Deane, 2020) in that they were required to comprehend how an unknown or unexpected event may become known or take place, which can necessitate trial-and-error during the design process and into development and implementation. A new model of teacher professional development for language teachers was proposed to better prepare teachers for such events and challenges (i.e., other pandemics and catastrophic weather events) by conceiving of them as designers. This model adapted the 6 C’s framework for learning designers (Heggart, 2021).

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Introduction

Suárez

El-Henawy

2023

English Language Education

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Formulated Professional Identity of Learning Designers and the Role of Open Education in Maintaining that Identity

Cited by 6 publications

References 16 publications

Learning technology as contested terrain: Insights from teaching academics and learning designers in Australian higher education

Learning technology as contested terrain: Insights from teaching academics and learning designers in Australian higher education

Conceptualising Teachers as Designers in the Higher Education Context: Case Studies from Indonesian English University Teachers

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