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How, as content creators and learning designers, do we start to think about and approach race and racism in our work? How do we do this individually and when working with programme teams? 
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In Daniel Christian’s recent article, “Specialists Central to High-Quality, Engaging Online Programming,” the author names two challenges to his own recommendations for embedding instructional designers (aka learning designers or LDs) in course teams for the production of excellent online courses. First, he suggests that course teams can often be unwieldy and inefficient, becoming “a bottleneck to the organization.”[1] Second, he wonders whether faculty members will accept the contributions of LDs (or others) in the creation of learning experiences.
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As a Blended Librarian I pay attention to the experience that learners in my classroom are having. As they leave the room or reflect on the instruction I deliver I want them to feel as if they experienced a change in what they know and the way they think – and that it will have the affect of permanently changing their thinking or behavior.
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Late in 2012, I wrote a blog for the Huffington Post that articulated what I really feel should be and is a role of great teachers. Great teachers are "learning designers" who seek to create a space
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Interactive Designers will have to adapt or die. As AI starts to play a major part of the online learning landscape, aright across the learning journey, it will be used for learner engagement, learner support, content creation, assessment and so on, it will eat into the traditional skills that have been in play for nearly 35 years. The old, core skillset was writing, media production, interactions and assessment.
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Learning Designer. Produced by Xube, this video gives an overview of the Technology Enhanced Learning (TEL) Research Programme's Learning Designer project Via Peter Mellow, Mark E. Deschaine, PhD
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Gamified learning is one of the major revolutions happening around us that demands a shift in the mere thinking of ‘learning’. It requires us to unlearn and relearn some of the traditional notions related to learning styles and preferences, and the dimensions and the elements of learning design. In this article, we will take a quick look at the top 10 essential competencies required for a learning designer to design effective gamified learning interventions.
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Intended as a resource for game developers, learning designers, and assessment experts, GlassLab Research presents findings from GlassLab‘s efforts to build and test a new type of classroom tool – game-based assessments. In a series of publications over the coming years, GlassLab will document and share the Lab’s multidisciplinary frameworks for research, design, and development of game-based assessments.
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