I have had a deep interest in the implications of technologies for society ever since my Master’s degree in 2001 when I researched NGOs’ use of the internet, and when I started teaching in a college in 2003 I began to incorporate this into my teaching practice. After moving back to the UK after a long stay overseas during which I completed a PhD and worked as a lecturer in Media and Communication, focusing on the sociocultural impacts of social media, my career path took a new branch as I have taken on the challenges of being a Learning Technologist.
Since my first teaching role, I clearly saw the benefit of learning technology – moving beyond overheads to use a projector and PowerPoint slides instead, as well as DVDs to show relevant documentaries. This was received positively by students, and I also appreciated the flexibility that using PowerPoint offered me. Later, when I moved to a university, I learnt to use Blackboard and Moodle and often informally supported and trained other staff. Over time, I received a Commendation Award for Excellence in Education for a customised Moodle site focused on digital literacy, was given the role of ‘Moodle expert’ in my department, and delivered campus-wide workshops on using Turnitin. Although the benefits of incorporating technology in the learning and teaching experience have always been evident to me, I also learned the challenges that come with heavy teaching workloads and getting students to engage productively with the different technological tools.
Because of this background, moving to the role of Learning Technologist was easier - I had always been committed to sharing my knowledge of learning technologies, and had reflected deeply on the ways in which culture and technology interact. Being a learning technologist requires a different approach, however, as I have to work with academics from a variety of disciplines, I need to be aware of the tools available and how they are used differently, and be aware of recent developments in the field.
I believe that an effective student learning experience is first and foremost best enabled through careful planning, providing challenging opportunities, communicating clear expectations, and listening to each student. Information and communication technology can be used to support this in different ways: developing blended learning by providing online platforms with resources; promoting student online interaction; using in-class feedback mechanism to enable active learning; using Word documents tracking and comments to provide detailed feedback; using video or audio feedback; and using appropriate software to reduce instructors' and administrators’ workload.
The nature of further and higher education has been changing through rising enrolments and increased student diversity in terms of academic ability and motivation, socioeconomic, linguistic and cultural backgrounds. Expectations of graduate attributes go beyond academic skills alone and more focus on critical thinking and workplace skills is needed to prepare students. The pandemic accelerated the adoption of remote learning solutions, but adoption of new technologies has levelled off and we are now at the stage where this push forward needs to be consolidated and strengthened through the integration of key pedagogical principles into online delivery and combining the best of on- and offline teaching and learning.
I have found the Association of Learning Technologists (ALT) to be a valuable resource and support as I have evolved in my role as Learning Technologist. I joined the mailing list and contribute where I can, I have attended some trainings and conferences, and contributed a blog post to the ALTC Blog. Completing this application for becoming a Chartered Member of ALT is helping me to consolidate my experience, and hopefully will also contribute to raising the profile of learning technology in my institution.