Exploring the Emerging Role of the Learning Technologist in HE
Lessons Learned from Practitioner Research in Developing eLearning Support
Calum Thomson, Hannah Crumbleholme and Dr Sam Fox
What we’re here to talk about:
1. Who we are
2. Our research experiences
3. Our use of critical dialogues
4. Inter-professional space for learning
technologists
5. Moving forward
Why we’re here today
Present questions
Promote discussion
No answers or solutions
Looking to drive dialogue
Who we are?
‘form a diverse group
with varied skill sets
and backgrounds’
(Beetham 2001)
‘can make significant
contributions to… …
information and
communications
technology ICT and TEL’
Shurville (2008)
Who we are?
‘people who are actively involved in managing, researching, supporting or
enabling learning with the use of technology’ (Association of Learning
Technology at http://www.alt.ac.uk/about-alt/what-learning-technology )
A new body of professionals who come with their own professional values:
‘A commitment to exploring and understanding the interplay between technology and
learning.
A commitment to keep up to date with new technologies.
An empathy with and willingness to learn from colleagues from different backgrounds
and specialisms.
A commitment to communicate and disseminate effective practice.’
(http://www.alt.ac.uk/sites/default/files/assets_editor_uploads/documents/prospectusA4_v5_web.pdf)
Our Role in the Institution?
Part of a central team at MMU
Part of different faculties
communities & culture
Work with a set of sub-
communities & cultures
Work with autonomy within
faculties
Our Role in the Institution?
Learning technology focused
Role based around face to
face interaction with teaching
staff
Relationship akin to clients
rather than customers
Accepted as part of faculty
culture but still often seen as
IT
‘Tech Stewards’
‘While knowledge of technology is a key asset, tech stewards pay attention to how technology is used to achieve community ends. This alignment of tech stewards with the values and direction of a community makes them able to contribute in ways that technical experts might not.’Wenger (2010)
So What?
Newcomers being inducted to the field
need to know the parameters of the field
and it’s knowledge base. Members of the
research and professional community
need to agree where their shared areas of
interest, focus, approach and projects lie.
Czerniewicz (2008)
Gaining New Insights
CalumBarriers with
technology for teachersTime, timeliness,
context & languageBarrier with training
rather than technology
HannahNew ways of working as
part of a community with an academic member of staff
Tensions arising from role as a technologist
and responsibilities as a technologist
Questions ArisingWhat are
we accountabl
e for?Who is our responsibil
ity to?Which
community do we sit
within?
Critical Dialogues• Role• Responsibility• Relationships
‘self-reflection and self-analysis are not common features of the educational technology literature’ (Selwyn,2010)
What are our shared values as technologists?
Charted Member of Association of Learning Technology (C-MALT)
Professional Values
1. ‘A commitment to exploring and understanding the interplay between
technology and learning.
2. A commitment to keep up to date with new technologies.
3. An empathy with and willingness to learn from colleagues from
different backgrounds and specialisms.
4. A commitment to communicate and disseminate effective practice.’
(http://www.alt.ac.uk/sites/default/files/assets_editor_uploads/documents/prospectusA4_v5_web.pdf)
What are our shared values as technologists?
Professional Values of the wider communities within
which we operate
1. Respect individual learners and diverse learning
communities (Higher Education Academy
http://www.heacademy.ac.uk/assets/documents/ukpsf/ukpsf
)
2. Working and developing learning communities (Staff and
Educational Development Association http
://www.seda.ac.uk/about.html?p=2_1)
A new inter-professional space?
Social Space
Community of
Knowledge
Experience Sharing
Critical Dialogue
Summary
1. Our perspective of the learning technologist and their
position within a Higher Education institution
2. How our research experiences and critical dialogues have
benefited us as professionals
3. The inter-professional space in which this research and
dialogue has taken place
4. The importance of moving forward towards further dialogue
Questions and Discussion