Forging the path in the third space

Contro Pretero, B; Tsatsaronis, J; Heggart, K; Vanderburg, R; Hà Bùi, T

Forging the path in the third space

Contro Pretero, B Tsatsaronis, J Heggart, K

Vanderburg, R Hà Bùi, T

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Publisher:: Australasian Society for Computers in Learning in Tertiary Education
Publication Type:: Journal Article
Citation:: ASCILITE Publications, pp. 515-519

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Field	Value	Language
dc.contributor.author	Contro Pretero, B
dc.contributor.author	Tsatsaronis, J
dc.contributor.author	Heggart, K https://orcid.org/0000-0003-2331-1234
dc.contributor.author	Vanderburg, R
dc.contributor.author	Hà Bùi, T
dc.date.accessioned	2024-03-07T08:23:12Z
dc.date.available	2024-03-07T08:23:12Z
dc.identifier.citation	ASCILITE Publications, pp. 515-519
dc.identifier.issn	2653-665X
dc.identifier.issn	2653-665X
dc.identifier.uri	http://hdl.handle.net/10453/176300
dc.description.abstract	<jats:p>This concise paper explores the role of learning designers as third-space professionals in higher education, exploring both their self-perception and the perceptions held by other professionals in the sector. Learning designers play a crucial role in learning support, program design, web-based learning, and industry partnerships, being also able to challenge traditional practices and enhance student experiences and outcomes. However, a comprehensive understanding of their roles remains complex and necessitates further exploration. The challenges faced by learning designers include ambiguous role definitions and the delicate balance of meeting diverse stakeholder expectations. Through an autoethnographic approach, members from an ASCILITE Community Mentoring Program group offer insights into the multifaceted contributions of learning designers. Recognizing, working collaboratively with, and appreciating the diverse expertise of learning designers are key factors for universities to effectively address recent societal changes and meet the evolving needs of their students.</jats:p>
dc.language	en
dc.publisher	Australasian Society for Computers in Learning in Tertiary Education
dc.relation.ispartof	ASCILITE Publications
dc.relation.isbasedon	10.14742/apubs.2023.592
dc.rights	info:eu-repo/semantics/openAccess
dc.title	Forging the path in the third space
dc.type	Journal Article
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 Arts and Social Sciences/School of International Studies
pubs.organisational-group	University of Technology Sydney/Strength - CREDS - Centre for Research on Education in a Digital Society
utslib.copyright.status	open_access	*
dc.date.updated	2024-03-07T08:23:11Z
pubs.publication-status	Published online

Abstract:

This concise paper explores the role of learning designers as third-space professionals in higher education, exploring both their self-perception and the perceptions held by other professionals in the sector. Learning designers play a crucial role in learning support, program design, web-based learning, and industry partnerships, being also able to challenge traditional practices and enhance student experiences and outcomes. However, a comprehensive understanding of their roles remains complex and necessitates further exploration. The challenges faced by learning designers include ambiguous role definitions and the delicate balance of meeting diverse stakeholder expectations. Through an autoethnographic approach, members from an ASCILITE Community Mentoring Program group offer insights into the multifaceted contributions of learning designers. Recognizing, working collaboratively with, and appreciating the diverse expertise of learning designers are key factors for universities to effectively address recent societal changes and meet the evolving needs of their students.

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http://hdl.handle.net/10453/176300