Nicola Parkin

Flinders University is in the midst of a radical reconfiguring of its fully online Graduate Certificate in Education (Higher Education). Moves include repositioning the nature and locale of ‘expertise’; treating students as peer ‘practitioners’ and co-creators of the curriculum; provoking active engaged enquiry within one’s own communities of practice; and most radical of all, a continuously negotiated ‘dialogic’ assessment strategy. Sounds exciting - but how is it really going? Is it too much? - or maybe, not enough? Is there a sweet spot between unfettered boldness and the orthodoxies of our educational strategies?

The definition of a learning designer is not exactly clear is it is a challenge for some to see the value and purpose learning designers can provide. There are multiple disciplines involved in the role and it is constantly evolving and growing to include pedagogy, technology and course design expertise to focus on creating and maintaining quality learning and teaching.