Heggart Keith, Dickson-Deane Camille
University of Technology Sydney, Ultimo, Australia.
J Comput High Educ. 2022;34(2):281-296. doi: 10.1007/s12528-021-09286-y. Epub 2021 Jun 30.
There is widespread interest in employing designers who focus on learning, performance and education technology in many industries at a global level. In Australia, learning designers are in demand in Education, Corporate Training, Finance, Charity, Non-Government Sectors, and also in Start-Ups and Entrepreneurial arenas. This demand is despite the fact that the role of the Learning Designer is incredibly varied, contextually-based, and also unclear to many employers - and students! This suggests that there is currently an opportunity for learning designers and academics who deliver learning design content to define what it means to be a learning designer. This paper presents an Australian case study which uses design-based research methods in a pre-production mode to identify the key principles that informed the development of a course of study (what others may refer to as a program). How those principles were operationalised within the course design and more are discussed in an effort to reposition understandings of knowledge, skills and abilities for this field.
在全球许多行业中，聘用专注于学习、绩效和教育技术的设计师引起了广泛关注。在澳大利亚，教育、企业培训、金融、慈善、非政府部门以及初创企业和创业领域都对学习设计师有需求。尽管学习设计师的角色极其多样、基于具体情境，而且许多雇主和学生对此并不清楚，但仍存在这种需求。这表明，目前对于学习设计师以及提供学习设计内容的学者来说，存在一个机会来界定成为一名学习设计师意味着什么。本文呈现了一个澳大利亚的案例研究，该研究在预生产模式下使用基于设计的研究方法，以确定为一门课程（其他人可能称之为一个项目）的开发提供指导的关键原则。本文还讨论了这些原则在课程设计中是如何实施的等等，以期重新定位对该领域知识、技能和能力的理解。
