Learning Technology as Contested Terrain: Insights from Teaching Academics and Learning Designers in Australian Higher Education

Autor/inn/en	Tay, Amos Zhiqiang; Huijser, Henk; Dart, Sarah; Cathcart, Abby
Titel	Learning Technology as Contested Terrain: Insights from Teaching Academics and Learning Designers in Australian Higher Education
Quelle	In: Australasian Journal of Educational Technology, 39 (2023) 1, S.56-70 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tay, Amos Zhiqiang) ORCID (Huijser, Henk) ORCID (Dart, Sarah) ORCID (Cathcart, Abby)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098
Schlagwörter	Educational Technology; College Faculty; Instructional Design; Higher Education; Foreign Countries; Teacher Attitudes; Teacher Collaboration; Australia + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Fakultät; Lesson concept; Lessonplan; Unterrichtsentwurf; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Lehrerverhalten; Lehrerkooperation; Australien
Abstract	Learning and teaching is no longer the exclusive domain of teaching academics and is increasingly reliant on third-space professionals, in particular learning designers. The sharing of the design of the learning and teaching space is underlined by the increasing collaboration between teaching academics and learning designers. This qualitative study explores how these two key stakeholders understand learning technology, which is critical to shaping the teaching and learning process in contemporary higher education. Foucauldian discourse and power were employed as the theoretical lens to analyse semistructured interviews with 12 teaching academics and 5 learning designers at a large Australian university. Although learning designers and teaching academics share a mutual interest in improving the learning and teaching process, the findings also revealed five discourses where practice was contested: centralisation, surveillance, institutional homogenisation, responsibility, and efficiency. This article calls for a new focus on the collaborative aspect of the learning design and teaching process that is constantly (re)negotiated between these two main stakeholders. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01