What are the distinguishing characteristics of a Learning Technologist, those qualities that serve to identify them and differentiate them from other roles?
As the role of Learning Technologist has develop and evolved across the further and higher education sectors, many early career Learning Technologist are now in senior positions, spread across a variety of departmental locations and increasingly have responsibility for developing and actioning learning and teaching strategies and frameworks.
For the chapter we plan to draw on our own career experiences to examine the case for the distinctiveness of the role but also to highlight natural synergies with others working across institutions and cases where worlds sometimes collide. What we really want however is to frame the discussion with contributions from the community, so via the medium of blogs, Twitter or performance dance we’d love your thoughts on the following questions:
Q: What makes a Learning Technologist and how does the role differ from those working in IT Support, the Library or Careers?
Our thoughts: Although many LTs have come from an IT support role, they now need to have a far more holistic and pedagogically grounded view of the use of technology for learning and teaching. Learning Technologists tend to work in a more staff facing role, so the relationship with students and the curriculum is subtly (or maybe not so subtly) different to other colleagues such as IT support staff/ librarians/ learning advisors/career advisors.
Q: What are the distinguishing characteristics of a Learning Technologist?
Our thoughts: David and I have had quite long ranging discussions about this. We think that central to the role of the Learning Technologist is the relationship they (we) have with the curriculum and curriculum/learning design. In our own experiences we have seen a shift away from the showing people what buttons to press to a far richer dialogue around effective use of technologies that best suit overall pedagogical objectives and disciplinary practices. So a Learning Technologist is always thinking about the processes related to effective learning and teaching. The relationship learning technologists have to curriculum design and design principles is something we both feel strongly about.
Q: Is there something fundamental that distinguishes Learning Technologists from educational developers? Do we still need both roles?
Our thoughts: If a fundamental part of the role of a Learning Technologist is their knowledge of educational design practice then should we be evolving into educational developers, or is this still a distinct discipline?
Indeed as new job titles such as Learning Technology Advisors, Learning Architects etc emerge does anyone really know? As more “senior” Learning Technologists take up more senior positions within larger departments/directorates (that often include librarians, educational developers and Learning Technologists working side-by-side) and are responsible for developing and actioning learning and teaching strategies/frameworks and increasing the quantity and quality research does it really matter? Are we just grappling with the same issues but with a bit of TEL goodness thrown into the mix? Is TEL research mature enough to be seen as distinct from traditional educational development research, and should it continue to be so? Or as our digital and physical learning environments continue to evolve, are we now seeing the need for new a hub/space with people that work there providing effective bridges between traditional spaces such as disciplines, educational development, developing digital literacies, the curriculum, research, staff and students?
A key milestone in the professionalisation of the role of the Learning Technologist, and acknowledgement of the roles increasing significance in pedagogical design processes, became apparent with the launch of the Higher Education Academy’s revised UK Professional Standards Framework in 2011. The updated framework – a set of professional standards for the HE sector to facilitate benchmarking and align professional development provision – emphasised the need to afford greater recognition to the role of emerging technologies, and importantly, the need to extend opportunities to undertake teaching qualifications to all staff working in HE with teaching responsibilities. The wider recognition of those who provide significant input to the process of supporting teaching and learning ensures that individuals, such as Learning Technologists, are able to access and engage with relevant development opportunities – such as Postgraduate Certificates in Higher Education. By acknowledging the wider array of stakeholders who contribute to the educational environment and student experience, the revised framework offered the potential for institutions to align the professional values and practices of those actively engaged in teaching and learning. For Learning Technologists the revised framework provided a basis against which to evidence their professionalism (for career progression, reward or other forms of recognition) and a mechanism to guide their ongoing personal and professional development.
Which leads to our final question or perhaps answer . . . has the role of the learning technologist evolved into that of the digital pedagogue?
We’d love to get some community input, so if you have any answers/thoughts about these questions and our answers please share them in the comments section, or via twitter using the #EdTechBook hashtag and we’ll try and incorporate as many of them as possible into our chapter.