Here is a summary:
What has positive influence on the professional practice of a learning technologist in supporting online learning design?
- Contextualised support should be central to the remit of a learning technologist
- Generic support is valuable but perceived as secondary by academics
- Online course redesign processes can be subject to colleague restrictions.
- Representations of practice have use when redesigning learning activities.
- Time constraints limit the extent of the design process and the amount of interactions that can occur between the learning technologist and the academic(s).
- Academic colleagues with previous experience of online teaching are given credence over and above learning technologists.
- There is a prevalence for positive attitudes towards online learning amongst academics.
- The more positive an academic, the more he/she will engage with the online course design process, the learning technologist and the number of support roles they can provide.
- Academics with a student and learning focused pedagogical outlook (Entwistle and Walker, 2000) will give a higher profile to design for learning within their module design than academics with a teacher and content focused pedagogical standpoint.
- Validating knowledge and interacting in a facilitative manner can help build the confidence of academics.
- Learning technologists not viewed as credible teachers by academics will not have credibility as a pedagogical designer.
- A common curriculum of interactions between a learning technologist and an academic(s) does exist and consists of multiple iterations of the academic teaching the learning technologist about the context, followed by the learning technologist teaching the academic about suitable learning technologies or knowledge and understanding of online course design.