Reconnecting with ourselves? Developing standards and competencies for Learning Designers

Abstract

This symposium will explore the opportunities, function and context of professional standards, competencies and frameworks that apply to Learning Designer roles in Higher Education. We seek to sharpen the focus and remove some ambiguity around Learning Designer roles. In the symposium, participants will consider the challenges, barriers, as well as the opportunities that professional standards for learning designers may afford, through examining the role from a professional identity lens. The symposium is designed to be an active forum where participants will discuss and contemplate what an Australian standard for Learning Designers may look like.

Factors impacting the ability of ‘EdAdvisors’ to support and enhance technology-enhanced learning and teaching in Australian Higher Education

“…Centrally based LDs often work on longer term strategic unit redevelopment or 'uplift' type projects, in which they may work closely with a teaching team to redesign and build an entire unit over a period of months. At other times they will be focused on professional development of academics with an emphasis on good practice in relation to teaching with technology and also developing guides and resources relating to this (Hinze et al, 2022). Faculty-based LDs tend to provide more operational and immediate support to academics, advising on educational resources, activities, and teaching practices in general on an ad hoc basis and building relationships with these academics over time.…”