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

.pdf

)

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