EDIT: the new web page is: Individual digital capabilities and includes an updated 'Building digital capabilities framework' and role profiles. Here's the revised 'Learning technology role profile'.
As I am actively holding a learning technologist role my contributions were pragmatic yet challenging of the existing material. As well as recommending terminology and context additions and omissions. The following are excerpts of some of my comments I made against the existing profile sections, which may be reflected in the final output.
- "I would also mention how this profile can be used for new and aspiring learning technologists, as a way to understanding and obtaining required knowledge and skills to fulfil and apply for such roles. Plus the learning technologist role is still ambiguous to some, and has comparisons to a learning designer. The learning technologist role profile has been previously been discussed previously in the Early-career learning technologists group: https://www.jisc.ac.uk/get-involved/early-career-learning-technologists-community
- In the commercial and corporate sector, that has been a major increase in learning technologist type roles, so this provides a good base to establish duties or benchmark duties
- ICT (digital) proficiency - can we draw on specifics from Essential Digital Skills qualifications?
- Add in 'castable devices' as this is now considered a basic and popular method
- Not just 'coding' but HTML creation and editing
- Identify, analyse and develop others digital literacies, skills and capabilities
- Include management of learning technology - as like a product owner and administering/integrating into the digital ecosystem
- List the tech types like Association for Learning Technology (ALT) do in their annual survey? I quite like those and add more detail to the learning technologist role
- As well as immersive physical and digital environments
- Many learning technologists, like me, also test and replicate problems themselves to understand the problems and discover further capabilities
- Scaffold thinking around appropriate digital tools - not just any, but those that are fit for the intended purpose. Learning technologists understanding tech for learning, work and living
- Support digital transformation/sophistication agendas
- Emphasising pedagogical and technical value
- Identifying areas for digital innovation, drawing on staff and student feedback
- Not just supporting and developing learning and teaching, but professional services (non-academic)
- Include GDPR
- add in digital/online (eLearning) content authoring, e.g. H5P. Many LTs are required as part of their roles to produce digital/online, sync or async interactive content
- content/resource/online activity development again, which follows a similar project/ADDIE model type of approach
- Advise on best option to present data, both in design and visuals
- Initiate and facilitate the learning technology life-cycle, from implementation to retired service/product
- Consult and develop appropriate digital systems and workflows and protocols to support research activities
- Advise on accessible communication and effective digital options to improve communication processes and protocols. E.g. why communicate using email when can use Teams and other methods etc
- I/we value community, collaboration and participation, and diversity in ideas and contributions
- Identify suitable Continuing Professional Development (CPD) opportunities and promote to staff, facilitating and disseminating learning and findings
- Advise on effective digital/online CPD design, e.g. microlearning, not all in-person training session methods
- Not just contribute to curriculum development but also to quality processes and course committees
- Not just contribute to the development of digital learning environments and physical spaces, often consulting on best approaches and the design of the environment and options for presenting associated content
- I certainly develop and consult in my current and previous roles. Not just content but on tool/system use and making sure we are getting the best service and experience possible
- We facilitate. Again it's not all tech-focused. I/we often lead and facilitate throughout these type of activities. From design, set up, communication to archive outputs
- Facilitating communities of practice/special interest and scholarship groups
- When to say no or stop using digital/online. Evaluating the appropriateness of digital and it's suitability for intended purpose. In line with being aware of positive and negative impact that digital technologies can have on people’s physical, psychological and emotional health
- Example sections could benefit from having further specific detail, a bit like a job spec to narrow down on the actual duties of what learning technologists actually do in this theme/topic. And not all are tech and content-focused, but the interpersonal and values-led practices
- Emphasis on interpersonal tasks, not just tech-focused. Such as initiate and facilitate digital innovation processes, which may form part of course development improvements plans or quality activities. And modelling digital leadership and new and emerging digital practices
- Scholarly practice such as the research learning technologists undertake to identify and analyse pedagogical literature to inform design and evaluation of such digital tools, systems, applications and services
- Reinforcing understanding of educational, learning and teaching theories and processes are important as a knowledge and skill base
- Understand basic/foundation graphic design and visual communication language to support multimedia design and projects"
I approached the review with my usual thorough commentary, which was welcomed by Lou McGill, as at the time not many of the review group had contributed.
"Officially a heroHey Danieljust spotted your fab comments - thank you so much... I will be letting all reviewers addcomments and then will go through and action them.But just wanted to say how much I appreciate such thoughtful input.Lou"
What type of learning technologist am I?
I have had many identity crises in my learning technologist career, which is no surprise given the different specialisms we work across, and the unlimited opportunities to work on a variety of educational projects. As seasoned learning technologists know, there are many hats in which we wear and can adapt to wearing. In my career as a learning technologist, I've continuously reflected and maintained my focus areas, and been conflicted between being reactive and proactive. But have recently clarified the following. There are many specialisms to being a learning technologist, and that there are also specific types. Whether that is defined by interest, mindset or by the nature or focus/boundaries of the role the learning technologist is in. Below is a palette of learning technologist types I have identified, in alphabetical order. As with learning approach types and preferences, you may not be one but a mix. I'm confident that all learning technologist duties will come under the following areas. They are also useful to help articulate a learning technologist's focus and interests or even to shape their role around.
- Creative - design and multimedia production
- Facilitative - consultant, translator, staff development, training, teaching coaching and mentoring
- Pedagogical - curriculum design and development
- Strategic/operational - leadership (digital, academic and/or strategic), management (people and/or projects), innovation
- Technical - hardware, software, computing, coding and programming
- Theoretical - scholarship and research
I define myself as blend of strategic/operational, pedagogical and facilitative. I have had a strategic/operation mindset for some time now, however my previous positions either lacked opportunities to progress my talents in this area or I was not supported effectively in developing them. Often you can be labelled as a technical (techie) when in fact there is more facets to your skillset and interests than the typically perceived 'technologist' element. Also, sometimes there's external and internal pressures in having to be all types; your employment contract, organisation/department or a bit of imposter syndrome in comparing to other learning technologists.
I am now making a conscious start on my Senior Certified Membership of ALT (SCMALT). I shall be revisiting my 'Preparing for SCMALT' blog post, however some focus areas I reflected on have now changed as a result of taking back control of my career, growing, qualifying in new areas and have a newfound direction and purpose. I'm genuinely excited to undertake the SCMALT process, but not for the paper and materialistic glory, but the cathartic opportunity to reflect, identify impact and value, check-in on my personal and professional values, celebrate achievements and milestones, establish clarity and future plans/direction. As I have grown so much since my last CMALT submission. As well as pausing to take stock and consolidate why I am a learning technologist and enjoy being one. All very much needed now that I have clocked 12 years of being in this profession.
Revisiting the teacher role
Around this time I was thinking about my own purpose and interest as a learning technologist. What popped into my head was the role of a teacher/tutor in digital technology and online environments. Not particularly focused on pedagogy or a piece of digital technology. But them as a person and the personal/spiritual value they bring to the intricate process of teaching and facilitating learning through the identified digital technology. I think I am referring to eTutoring and how myself as a learning technologist needs to emphasise/re-emphasise the early teacher education principles and not get too carried away/obsessed with the complexity of learning design and digital technology. But increased awareness of developing the teacher interpersonal knowledge and skills. I need to unpack this further, but I think I am attempting to revisit the core of the teaching role, from an adult learning context and how that translates into the eTutoring role. Gilly Salmon's e-moderating competencies will be useful here and how they can also work in-person as well as online environments. I feel a sense that I may be needing to revisit my teacher skills in the not too distant future. I have plans next year to undertake Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLTHE) and look into Senior Fellowship of the Higher Education Academy (SFHEA) which will update and bolster my knowledge and practice in higher education teaching. As my teacher training was undertaken during my time working in further education. However, I wouldn't define myself as the typical teacher, I am more aligned to curriculum design, assessment and quality assurance than I am actually stood up teaching.
Whilst I am talking about the learning technologist role, below is an updated list of my favourite writings on this topic, other pieces hyperlinked within them:
- Confessions of a Learning Technologist
- Describing my learning technologist role
- Association for Learning Technology blog post series:
- “What makes a Learning Technologist?” – Part 1 of 4: Job titles written by me
- “What makes a Learning Technologist?” – Part 2 of 4: Career paths
- “What makes a Learning Technologist?” – Part 3 of 4: Roles and duties
- “What makes a Learning Technologist?” – Part 4 of 4: Best-part challenges co-written by me
- What makes a Learning Technologist' - my story
- 10 years in learning technology
- Level 3 Certificate and Diploma in Technology Enhanced Learning
- Pathway Leaders: Daniel Scott - Learning Technologist - recorded webinar
- Early-career learning technologists group
- On't panel
- 'Making the most of learning technologists' section in Digital Learning, Teaching and Assessment for HE and FE Practitioners
