Abstract
Within Higher Education, learning designers often do not have a defined professional identity, a specific desired background and career path. The dissonance creates frustration among subject matter experts (SMEs) and other professionals involved in the design of courses and limits the impact of designers’ work. This study shares my experiences as a learning designer and critical reflections on my design philosophy and compares and contrasts them with those of a small group of three designers and the literature using an emerging model of change agency in instructional design (Schwier, Campbell & Kenny, 2007). At a smaller scale, the study would allow my team to think about our role and its impact. At a larger scale, it represent a step towards an authentic vision of this emerging role; one that has its foundation in the experiences of learning designers and that management could take into consideration to ensure designers act as agents of change at intentional and operational levels.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Design Management and Professional Practice
KEYWORDS
Professional, Identity, Designer, Instructional, Design, Learning, Design, Autoethnography, Reflexive, Practice
