Understanding Distinctions of Worth in the Practices of Instructional Design Teams

McDonald, Jason K.; Jackson, Brenton D.; Hunter, McKayla B.

doi:10.1007/s11423-021-09995-2

Cited by 6 publications

(1 citation statement)

References 42 publications

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“…Learning Designers (LDs) also have a strong pedagogical focus but engage more with educational technologies as they work with academics to design and develop learning resources and activities (Altena et al, 2019). LDs are often also involved in training academics in TELT and often report providing more technical assistance with institutional learning technologies (McDonald et al, 2021). The general pedagogical orientation of LDs means that their work is also somewhat well represented in research literature.…”

Section: Introductionmentioning

confidence: 99%

Factors associated with edvisor perceptions of their work being understood and valued are not what they seem

Simpson¹,

Frawley²,

Markauskaitė³

et al. 2021

ASCILITE 2021: Back to the Future – ASCILITE ‘21 Proceedings ASCILITE 2021 in Armidale

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People sit at the heart of digital transformation in Higher Education. Often, they are ‘Third Space’ support staff, including Learning Designers, Education Technologists and Academic Developers, broadly defined here as ‘edvisors’ – educator-advisors. Edvisors share their expertise of pedagogy and technology to support, guide and lead change in teaching practices but they can be hampered by numerous factors that diminish their ability to contribute meaningfully. While the work that some types of edvisors – largely academic developers and learning designers – do is well represented in research, there has been little consideration of these underlying challenges. This paper reports on a survey of 58 edvisors in 24 Higher Education institutions in Australia relating to their perceptions of how their work is understood and valued by their direct managers, edvisors in other roles in their institution, academics and other managers in the institution. The data were analysed to look for variations by role type, job title, academic/professional classification, gender, and qualifications. Results show that edvisors feel their work is more valued than understood overall but relationships between different edvisor role types can be more fractious than those they have with academics. Improving understanding and valuing of edvisors is vital to their contribution to transformation.

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Section: Introductionmentioning

confidence: 99%