What should learning designers learn?

Heggart, K; Dickson-Deane, C

What should learning designers learn?

Heggart, K

Dickson-Deane, C

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Publisher:: SPRINGER
Publication Type:: Journal Article
Citation:: Journal of Computing in Higher Education, 2021, pp. 1-16
Issue Date:: 2021-06-30

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Field	Value	Language
dc.contributor.author	Heggart, K https://orcid.org/0000-0003-2331-1234
dc.contributor.author	Dickson-Deane, C https://orcid.org/0000-0002-5504-7856
dc.date.accessioned	2021-12-03T06:44:29Z
dc.date.available	2021-06-09
dc.date.available	2021-12-03T06:44:29Z
dc.date.issued	2021-06-30
dc.identifier.citation	Journal of Computing in Higher Education, 2021, pp. 1-16
dc.identifier.issn	1042-1726
dc.identifier.issn	1867-1233
dc.identifier.uri	http://hdl.handle.net/10453/152069
dc.description.abstract	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.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	SPRINGER
dc.relation.ispartof	Journal of Computing in Higher Education
dc.relation.isbasedon	10.1007/s12528-021-09286-y
dc.rights	This is a post-peer-review, pre-copyedit version of an article published in 'Journal of Computing in Higher Education'. The final authenticated version is available online at: https://doi.org/10.1007/s12528-021-09286-y. The following terms of use apply
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.subject	1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education
dc.title	What should learning designers learn?
dc.type	Journal Article
utslib.location.activity	United States
utslib.for	1302 Curriculum and Pedagogy
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Science
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/School of International Studies
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2022-08-30T00:00:00+1000Z
dc.date.updated	2021-12-03T06:44:23Z
pubs.publication-status	Published

Abstract:

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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http://hdl.handle.net/10453/152069