As key enablers in the shift to online learning, learning technologists have a crucial role to play in supporting colleagues to rethink the way they use educational technology. As both educators and learners are having to adapt to new, hybrid models of learning, sound pedagogy and learning design are key to ensuring long-term effective use of technology. Yet, at a pragmatic level, there is not time for all involved to become experts in online and distance learning theory and practice. This has prompted discussions about how learning design principles can be used for planning at activity, module and programme level (Dalziel, et al., 2016), and who across institutions and organisations can support such processes. In particular, considering the varied roles learning technologists adopt (Scott et al, 2019), where we, as learning technologists, position ourselves moving beyond ‘emergency’ provision.
Based on a #LTHEchat (8th October 2020; Huskinson and Cornock, 2020), we will explore the roles of those involved in planning activity-based online learning and the perceptions of learning design at this time. This session is an opportunity for participants to reflect on their own practice, and discuss their contribution to learning design working with students and colleagues. We hope this session will act as professional development for participants, exploring the interplay between technology and learning for CMALT also.
Dalziel, J. (ed) (2016). Learning Design: Conceptualizing a framework for teaching and learning online. London: Routledge.
Huskinson, S. and Cornock, M. (2020). Does learning need to be designed and what roles are involved in learning design? #LTHEchat blog. https://bit.ly/33tECLG
Scott, D., Thomson, S. and Melia, C. (2019). What makes a learning technologist? ALT blog. https://bit.ly/3jEz0Tr