Collaborating for success: an analysis of the working relationship between academics and educational development professionals

Bayerlein, Leopold; McGrath, Naomi

doi:10.1080/03075079.2016.1215417

Cited by 9 publications

(3 citation statements)

References 25 publications

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“…This collaboration is vital to bringing together specialist skillsets to create new learning and teaching environments. Much work from all parties is needed to foster such working relationships and the communication of roles and responsibilities and trusting partnerships is required in this (for many) new way of working (Budge and Clarke 2012;Bayerlein and McGrath 2018). Learning technologists as a sub-group of academic practice are an important group when looking from a postdigital perspective.…”

Section: Design For Learning and Teaching In Higher Educationmentioning

confidence: 99%

Design as a Discipline for Postdigital Learning and Teaching: Bricolage and Actor-Network Theory

Matthews

2019

Postdigit Sci Educ

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Digital technologies for learning and teaching have promised much in higher education (HE). There has become, however, a dualism between digital and non-digital and a technological determinism which in some cases promotes digital technologies as being innately superior to the non-digital. There is pressure on universities to provide learning and teaching in new ways in the face of regulation, as well as increased numbers and diversity of students. The postdigital perspective allows for the appropriate approaches and tools to be used. Design for learning and teaching in HE has developed interventions which promote use of digital resources, but for some have not yet met the promise of 'enhancing' learning. Moving outside of education, approaches from design as a discipline are sketched out, including design thinking and the epistemology of design. All of these show how designers (in general) go about their work. How designs come about can be analysed by using the framework of people (epistemology), processes (praxeology) and products (phenomenology) in design. Actor-network theory is used as an approach across each stage of this framework, and those designing in HE are encouraged to be bricoleurs, using a variety of tools for the job at hand and to think of the designs as assemblages. The ideas described here are useful for the practices of those involved in the design of learning and teaching.

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Section: Design For Learning and Teaching In Higher Educationmentioning

confidence: 99%

Design as a Discipline for Postdigital Learning and Teaching: Bricolage and Actor-Network Theory

Matthews

2019

Postdigit Sci Educ

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“…Dewey & Duff, 2009), and some were also hesitant to collaborate with educational developers (cf. Bayerlein & McGrath, 2018). At the same time, we also witnessed support for the IoC concept from academics who believe in it.…”

Section: Introductionmentioning

confidence: 99%

“…Earlier CAE studies provide insight into collaboration between educational developers and academics (e.g., Bayerlein & McGrath, 2018), among educational developers (e.g., Hains-Wesson & Young, 2017), and among academics (e.g., Nairn et al, 2015). Although these studies offer critical analysis of collaboration, most investigated a relatively small number of collaborators and short-term projects, whereas our study involved six authors from three institutions working on a 3-year project.…”

Section: Introductionmentioning

confidence: 99%

Developing Academics’ Capacity for Internationalizing the Curriculum: A Collaborative Autoethnography of a Cross-Institutional Project

Zou

Law

Chu

et al. 2020

Journal of Studies in International Education

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Developing academics’ capacity for internationalizing the curriculum (IoC) is essential but challenging. There is a lack of understanding of how the IoC framework can be implemented in reality and of how educational developers can facilitate the process. This collaborative autoethnography explores the cultivation over 3 years of a community of practice for developing academics’ IoC capacity facilitated by six educational developers in three universities in Hong Kong. The findings reveal a complex balancing act among various forces in the areas of domain, community, practice, power, identity, and broader context, the last three of which are insufficiently addressed in the literature. This article adds value by illustrating how IoC theories and communities of practice interact with multiple forces in the environment and our own agency, and are negotiated within a particular context.

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Lessons learned from enabling large-scale assessment change: a collaborative autoethnographic study

Elkington,

Arnold,

Pitt

et al. 2023

Higher Education Research & Development

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Collaborating for success: an analysis of the working relationship between academics and educational development professionals

Cited by 9 publications

References 25 publications

Design as a Discipline for Postdigital Learning and Teaching: Bricolage and Actor-Network Theory

Design as a Discipline for Postdigital Learning and Teaching: Bricolage and Actor-Network Theory

Developing Academics’ Capacity for Internationalizing the Curriculum: A Collaborative Autoethnography of a Cross-Institutional Project

Lessons learned from enabling large-scale assessment change: a collaborative autoethnographic study

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