Academic Development through Intensive Learning Design

Abstract

Participating in learning design sessions is a transformative learning experience for academic staff. This poster traces the emergent relationship between an academic and a learning designer during an intensive 4-hour learning design session, visually representing the interplay and intensity of six key domains across the session: approach, emotion, relationship, design-as-process, design-as-product, and capability-building. The poster demonstrates the relationship between the domains and their dispersal throughout a session, to illustrate how the challenge to and transformation of attitudes towards technology-enhanced learning (TEL), helping to overcome common resistance to change, providing a richer, more productive understanding of how academic development can be foregrounded through learning design.