Abstract
This chapter examines the work practices of educational designers and developers in a large-scale strategic curriculum renewal project at an Australian university in 2015. As in other institutions within Australia and internationally, this large-scale project required the input of designers – variously described as “instructional designers,” “educational designers,” and “learning designers.” In the project under study, designers worked in close proximity with developers to achieve the redesign of 130 subjects in the first year of a 3-year strategy. The work practices of designers represented a disruption to “traditional” development practices, as this work entailed engagement with learning theories and pedagogy – areas traditionally associated with educational development work in that context. Alternatively, the work of developers in the project entailed engagement with design principles and the use of educational technologies – areas at the core of educational design. In either scenario, there appeared to be encroachments into both fields of practice: by educational designers into educational development practices, and by developers into educational design practices. These sites of encroachment – or “blur” points – were the analytic focus of educational development and design work practices in the project. The outcomes are reported with reference to notions of agential practice in both practice domains as a means of mapping current trends in work practices of educational developers and designers.
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Hallett, R. (2018). Intersecting Work Practices: Design Work Practices in a Large-Scale Strategic Project. In: Bossu, C., Brown, N. (eds) Professional and Support Staff in Higher Education. University Development and Administration. Springer, Singapore. https://doi.org/10.1007/978-981-10-1607-3_27-1
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Intersecting Work Practices: Design Work Practices in a Large-Scale Strategic Project- Published:
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DOI: https://doi.org/10.1007/978-981-10-1607-3_27-1