I selected to write a post about Why we need learning technology developers by Anne-Marie Scott because it highlights the need for diversity in learning technologists and communities in higher education. To start, the writer reflects on their past argument that learning technologists require data handling and programming skills are needed to meet the challenges of higher education. As well the writer explained that learning technologists also need to understand platforms, systems, code, data, and ethics. Now, the writer suggests that learning technology developers must expand their role in higher education with programming skills to empower them to develop technology that is tied to pedagogical outcomes. Programming skills would enable developers to innovate to create context-specific simulated learning activities for students to develop digital literacy and practice problem-solving skills.
In this example, I interpret successful change from two perspectives. First, success means an expanded role of learning technologists. Second, change success means shifting from depending on outsourced commercial learning environments to open digital ecosystems and platforms to engage and co-create with students. The writer identifies time and staff development as barriers to change. The writer suggested long-term investments to reduce the risk of losing skills and capacity to cloud technologies. As well, the writer suggested attending to the cultural impact of change and support for digital skills to sustain innovation.
Hi Jessica,
You identify some important barriers to change in your post such as time and staff development, and addressing the cultural impacts of change to help support skill development. If you were to imagine a change in your own organization how might you overcome some of these challenges? Do you see similar issues?
Hi Michelle,
I do see similar barriers to change in my organization. Desire2Learn is the learning management system (LMS) used across the institution – the system has limitations. I see a divide between learning technology services and curriculum, teaching and learning support services. I also observe scepticism in using technologies for social learning, communications, and open resources. Planning to overcome these challenges might include:
(1) more integrated support services for faculty,
(2) institutional-wide digital literacy learning opportunities – to create learning experiences, discover open resources, assess digital content, and
(3) prepare instructors to facilitate digital citizenship for learning spaces (for instance, how to co-create agreements for respectful and responsible media use).