Knowing, doing and showing: a framework for evidencing education and learning designers’ practice in higher education
Much has been written about the diverse roles, responsibilities, and competencies of third space professionals working in education and learning design. While these debates are important, this paper begins with the premise that, regardless of title or exact role description, all designers are compe...
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| Format: | Article |
| Language: | English |
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Association for Learning Development in Higher Education (ALDinHE)
2025-01-01
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| Series: | Journal of Learning Development in Higher Education |
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| Online Access: | https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1210 |
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| author | Jennifer Boreland Tanya Henry Sue Sharpe |
| author_facet | Jennifer Boreland Tanya Henry Sue Sharpe |
| author_sort | Jennifer Boreland |
| collection | DOAJ |
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Much has been written about the diverse roles, responsibilities, and competencies of third space professionals working in education and learning design. While these debates are important, this paper begins with the premise that, regardless of title or exact role description, all designers are competent; they bring professional expertise to learning design which contributes to quality teaching and learning in their institutions.
With that premise in mind, the purpose of this paper is to outline a possible Framework for designers to measure and evidence their competence and contributions either to use for future engagements and collaborations, to show impact of their practice on quality learning and teaching, to intentionally plan for design engagements, and/or to support applications for promotion or career progression. This paper is a response to what Williams et al. (2011) suggest is a need to know more about the challenges facing education and learning designers so that relevant scholarship can be produced, and to provide a vehicle for designers to clarify their professional identity and promote the importance of their position in the higher education ecosystem. While the authors work in the Australian context, we believe this response has global relevance.
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| format | Article |
| id | doaj-art-1271aac39b544850998e0cb60cd639eb |
| institution | Kabale University |
| issn | 1759-667X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Association for Learning Development in Higher Education (ALDinHE) |
| record_format | Article |
| series | Journal of Learning Development in Higher Education |
| spelling | doaj-art-1271aac39b544850998e0cb60cd639eb2025-01-31T07:56:45ZengAssociation for Learning Development in Higher Education (ALDinHE)Journal of Learning Development in Higher Education1759-667X2025-01-013310.47408/jldhe.vi33.1210Knowing, doing and showing: a framework for evidencing education and learning designers’ practice in higher educationJennifer Boreland0https://orcid.org/0000-0002-9504-5185Tanya Henry1https://orcid.org/0009-0000-5990-9524Sue Sharpe2https://orcid.org/0009-0003-1571-0064Queensland University of TechnologyUniversity of QueenslandThe Australian National University Much has been written about the diverse roles, responsibilities, and competencies of third space professionals working in education and learning design. While these debates are important, this paper begins with the premise that, regardless of title or exact role description, all designers are competent; they bring professional expertise to learning design which contributes to quality teaching and learning in their institutions. With that premise in mind, the purpose of this paper is to outline a possible Framework for designers to measure and evidence their competence and contributions either to use for future engagements and collaborations, to show impact of their practice on quality learning and teaching, to intentionally plan for design engagements, and/or to support applications for promotion or career progression. This paper is a response to what Williams et al. (2011) suggest is a need to know more about the challenges facing education and learning designers so that relevant scholarship can be produced, and to provide a vehicle for designers to clarify their professional identity and promote the importance of their position in the higher education ecosystem. While the authors work in the Australian context, we believe this response has global relevance. https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1210third space professionalslearning designprofessional identitycareer progressionevidencing impactinstructional design |
| spellingShingle | Jennifer Boreland Tanya Henry Sue Sharpe Knowing, doing and showing: a framework for evidencing education and learning designers’ practice in higher education Journal of Learning Development in Higher Education third space professionals learning design professional identity career progression evidencing impact instructional design |
| title | Knowing, doing and showing: a framework for evidencing education and learning designers’ practice in higher education |
| title_full | Knowing, doing and showing: a framework for evidencing education and learning designers’ practice in higher education |
| title_fullStr | Knowing, doing and showing: a framework for evidencing education and learning designers’ practice in higher education |
| title_full_unstemmed | Knowing, doing and showing: a framework for evidencing education and learning designers’ practice in higher education |
| title_short | Knowing, doing and showing: a framework for evidencing education and learning designers’ practice in higher education |
| title_sort | knowing doing and showing a framework for evidencing education and learning designers practice in higher education |
| topic | third space professionals learning design professional identity career progression evidencing impact instructional design |
| url | https://journal.aldinhe.ac.uk/index.php/jldhe/article/view/1210 |
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