A Practical Guide to Learning Design in Higher Education Disciplines
J. Reyna. Proceedings of EdMedia + Innovate Learning, (May 2022)
Abstract
Learning Design is a new discipline which is becoming mainstream, especially given the last two years of COVID-19 and the suddenly increased need to deliver online learning. However, there is inconsistency in understandings of what it means to be a learning designer. A decade ago, a learning designer was recruited based on their ability to create digital content. In recent years, there has been a push for a more holistic competency profile for learning designers, including pedagogical approaches, instructional strategies, evaluation, and soft skills. Teaching experience or research skills are not required to become a learning designer, although higher education institutions with learning designers do focus on evidence-based practices when deploying online learning. Recently, some universities in Australia have begun offering learning design courses, but there is a shortage of academics in the learning design discipline. As a result, approaches to learning design in the field are often inconsistent and based on guesswork. In this paper, to help the new generation of learning designers, the author shares a decade of experience in learning design and implementing evidence-based learning experiences.
%0 Conference Paper
%1 inproceedings
%A Reyna, Jorge
%B Proceedings of EdMedia + Innovate Learning
%D 2022
%K design guide learning
%T A Practical Guide to Learning Design in Higher Education Disciplines
%U https://www.researchgate.net/publication/360968867_A_Practical_Guide_to_Learning_Design_in_Higher_Education_Disciplines
%X Learning Design is a new discipline which is becoming mainstream, especially given the last two years of COVID-19 and the suddenly increased need to deliver online learning. However, there is inconsistency in understandings of what it means to be a learning designer. A decade ago, a learning designer was recruited based on their ability to create digital content. In recent years, there has been a push for a more holistic competency profile for learning designers, including pedagogical approaches, instructional strategies, evaluation, and soft skills. Teaching experience or research skills are not required to become a learning designer, although higher education institutions with learning designers do focus on evidence-based practices when deploying online learning. Recently, some universities in Australia have begun offering learning design courses, but there is a shortage of academics in the learning design discipline. As a result, approaches to learning design in the field are often inconsistent and based on guesswork. In this paper, to help the new generation of learning designers, the author shares a decade of experience in learning design and implementing evidence-based learning experiences.
@inproceedings{inproceedings,
abstract = {Learning Design is a new discipline which is becoming mainstream, especially given the last two years of COVID-19 and the suddenly increased need to deliver online learning. However, there is inconsistency in understandings of what it means to be a learning designer. A decade ago, a learning designer was recruited based on their ability to create digital content. In recent years, there has been a push for a more holistic competency profile for learning designers, including pedagogical approaches, instructional strategies, evaluation, and soft skills. Teaching experience or research skills are not required to become a learning designer, although higher education institutions with learning designers do focus on evidence-based practices when deploying online learning. Recently, some universities in Australia have begun offering learning design courses, but there is a shortage of academics in the learning design discipline. As a result, approaches to learning design in the field are often inconsistent and based on guesswork. In this paper, to help the new generation of learning designers, the author shares a decade of experience in learning design and implementing evidence-based learning experiences.},
added-at = {2022-06-12T09:51:00.000+0200},
author = {Reyna, Jorge},
biburl = {https://www.bibsonomy.org/bibtex/2167dcaf24d471510dd28b2c9d130e57a/yish},
booktitle = {Proceedings of EdMedia + Innovate Learning},
interhash = {a56955658982f5472fe1e338a8ec1b1a},
intrahash = {167dcaf24d471510dd28b2c9d130e57a},
keywords = {design guide learning},
month = {05},
timestamp = {2022-06-12T09:51:00.000+0200},
title = {A Practical Guide to Learning Design in Higher Education Disciplines},
url = {https://www.researchgate.net/publication/360968867_A_Practical_Guide_to_Learning_Design_in_Higher_Education_Disciplines},
year = 2022
}