Meyers described my current work context pretty well, a “Learning Technologist is actively involved in understanding, managing, researching, supporting or enabling learning with the use of learning technology” (Meyers, 2020, 17:35). I’m generally focused on the implementation aspects of the design process and work with an instructional designers (ID) and Subject Matter Experts (SME) who come to me with many ideas and reasons to what they are looking to build. With all these ideas presented to me, I need to use a flexible set of tools (programs, processes and strategies) to build and support materials that meet the needs of all stakeholders (Lacheb & Boling, 2018). As I primarily work with a technical focus, I decided to outline some of my design superpowers as gadgets with the image and descriptions below:
3d Printifier: With the 3D Printifier, I build out ID and SME ideas into content, assessments, activities and more. Either direct requests or set timelines on course development spring me into action!
High-Speed Jetpack: This super speed jetpack allows me to provide just-in-time support to upcoming and live courses. Sometimes changes are needed on short notice and I need to respond quickly to ensure a course is setup to run as smooth as possible.
Detail Tracking Goggles: My attention to detail goggles help ensure proper quality assurance standards while building and reviewing courses. This could be related to accessibility, compatibility, or consistency of information.
Application Belt: This belt contains all the applications I have at my disposal. While certain ones like Moodle may see the most use, there are many others available for the specific needs of different course and project contexts.
All in One Communicator: With stakeholders around the globe I am constantly communicating through text, audio and video. The all in one communicator keeps me connected and ready to collaborate at any moment.
References
Lachheb, A., Boling, E. Design tools in practice: instructional designers report which tools they use and why. J Comput High Educ 30, 34–54 (2018). https://doi-org.ezproxy.royalroads.ca/10.1007/s12528-017-9165-x
Meyers, Melanie. (2020, April 17). Many Hats: Why Flexibility and an Open Mind Matters [Video]. https://ca.bbcollab.com/collab/ui/session/playback
I love this image Zac! You can see the many forms you have to take when creating learning material! A very good representation of taking in ideas or knowledge from SME’s and outputting a product of learning for others. Thank you for your post!
I echo Emma’s appreciation for your visual representation of what truly are, from my perspective, super-tech super-powers! Could you elaborate on some of the distinctives between your role and that of an instructional designer (ID)? Perhaps sharing some examples of the ideas that IDs bring forward to you, and you then build out? Do their ideas come in the form of text documents describing what they want and containing content from the subject matter experts? So many questions! 🙂
Thanks,
Alisha
Sure I can provide some context! Generally I would have a meeting or call with the ID and maybe the SMEs to discuss ideas they are looking to create. Depending on the different level of support associated with the course, I may get a full course design document or just some basic notes in an email. Requests can range from videos, dynamic responsive content and simple quizzes. We use a strategy of being designated liaisons to certain program areas, meaning you work with people frequently and constantly communicate about our courses. In a simple phrase, the ID is usually focused on the “why” when I’m constantly working on the “how”. – Zac