Learning Designers in Context examines learning design across professional sectors, local cultures, and geographic regions in the Global South, addressing the ways in which practitioners effectively draw on the knowledge, skills, and resources available to them. Around the world, access to and formalization of learning technologies in design have led to a diversity of strategies, competencies, demands, and organizational structures, but no book has yet compiled insights and lessons learned from these living examples to further the development of professionals working across contexts. Exploring design and implementation in higher education, corporate, non-profit, and government sectors while attending to urgent cultural and geographic distinctions, these chapters vividly illustrate the roles, challenges, and opportunities of learning designers' use in real-world settings home to specific demographics, traditions, socioeconomic parameters, and policy orientations.
Learning Designers in Context examines learning design across professional sectors, local cultures, and geographic regions in the Global South, addressing the ways in which practitioners effectively draw on the knowledge, skills, and resources available to them.
Arvustused
"Romero-Hall Explores Global Perspectives on Learning Design in New Book"
-A Press Release from the University of Tennessee-Knoxville
https://cehhs.utk.edu/romero-hall-explores-global-perspectives-on-learning-design-in-new-book/
1. Practice, Competencies, and Context
2. Emilia in an International
Financial Institution
3. Lorena in a Global Corporation
4. Celia in a Higher
Education Institution
5. Camila, an Instructional Design Consultant
6.
Cherelle in K-12 Education
7. Kito in the Financial Sector
8. Luna in a
Higher Education Institution
9. Isabel in the Government Sector
10. Adriana
in the Non-Profit Sector
11. Evelyn in a Global Corporation
12. Kaya in
Higher Education
13. Abeo in a Global Corporation
14. Ruben as a Contractor
15. (Re)Igniting Empowered Actions
Enilda Romero-Hall is Associate Professor in the Learning, Design, and Technology program in the Theory and Practice in Teacher Education Department at the University of Tennessee, Knoxville, USA. Her research focuses on faculty and learners digital literacy, networked learning, and critical digital pedagogy. She is the editor of Research Methods in Learning Design and Technology and coeditor of Feminist Pedagogy for Teaching Online.
