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My efforts with this supported my Association for Learning Technology (ALT) Learning Technologist of the Year Award 2016 submission, which was a critical factor that recognised me as a winner that year - pause the video on the slides to read the information. It's also worth me stating that the ALT community was also crucial to me during this time as I reached out on a number of occasions to shape my thinking and practice. I also regularly advocated the CMALT scheme to younger people to encourage their reflection and achievements. To later lead the early development of the Associate CMALT pathway for early career professionals or those for whom learning technology is a smaller part of their role.
Back in May 2021, I responded to a call in my head to produce and share widely a survey to gauge interest and the support and development available to early-career learning technologist/digital learning designer type roles. Early-career meaning; new, interested or getting into the role, apprentice and/or under approx. five years experience. With the aim of providing a free private online group to nurture development specific to this level. It proved a useful little market research task and had a resounding response to the survey. Which confirmed that a specific development-focused group would be helpful to people that identify in this category. Therefore a pilot LinkedIn group ‘Early-career learning technologists’ was established and open to the public on 1 July 2021!
Matt Cornock reached out to say he was keen to support early-career learning technologists anyway he can. Along with his colleague Sandra Huskinson. So the three of us co-facilitate this between us. The group description is as follows which is what I envisaged for it:
That's the article: Early-career learning technologists group
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Passionate origins
My passion for supporting and developing early-career learning technologists stems back from my own first learning technologist role. However, between July 2014 and December 2016 my role evolved with additional duties in managing and developing the learning company Elephant Learning Designs as well as the apprenticeship framework and quality assurance tasks. Where I recruited and line managed apprentices for the Level 3 and 4 Diploma in Digital Learning Design programmes, via Ascentis (awarding body), to create interactive eLearning materials. Qualifications new to the market and created official career pathways in eLearning design, we were one of the first colleges to deliver this as part of a national pilot. Subsequently I was a named lead for these programmes, which attracted many visitors from the sector and resulted in internal and external awards - due to the unique qualifications and how we acted as both employer and provider in the apprenticeship. I remain a national contact for my advice and practice on their set up and delivery. My blog post 'Digital Learning Design - from apprenticeship to permanent job' contains more information about this.
Last year, Ascentis were due to withdraw the Digital Learning Design qualifications. So I took it upon myself to lobby the idea of redeveloping them (I'm passionate of their value), which led onto me developing a new Level 3 qualification; 'Level 3 Certificate and Diploma in Technology Enhanced Learning'. Which was timely given the pandemic which had just happened. This time though I reshaped the qualification around a typical learning technologist role rather than the previous instructional design-based ones (Digital Learning Design) - which has been well-received and has been approved for ESFA funding. So centres can now deliver this. Again, one of a kind qualification as there is nothing like this for young people to develop into this type of role. And to quote myself;
We need to think about replacing the great learning technologists of today. I'd love for this qualification to mainstreamed into colleges and work-based learning providers to attract a younger workforce into this role. More so as an apprenticeship as that it supports the organisation and teachers too. All of my apprentices passed their qualifications and I know some that have remained in this type of role and progressed into higher jobs - so the apprenticeship and pathway has worked!
My efforts with this supported my Association for Learning Technology (ALT) Learning Technologist of the Year Award 2016 submission, which was a critical factor that recognised me as a winner that year - pause the video on the slides to read the information. It's also worth me stating that the ALT community was also crucial to me during this time as I reached out on a number of occasions to shape my thinking and practice. I also regularly advocated the CMALT scheme to younger people to encourage their reflection and achievements. To later lead the early development of the Associate CMALT pathway for early career professionals or those for whom learning technology is a smaller part of their role.
The 'Early-career learning technologists' group
Matt Cornock reached out to say he was keen to support early-career learning technologists anyway he can. Along with his colleague Sandra Huskinson. So the three of us co-facilitate this between us. The group description is as follows which is what I envisaged for it:
"If you are a new learning technologist, exploring #edtech roles in colleges, universities and professional education, or wanting to develop yourself as a learning technologist and your career in learning technology, this group is for you. We are an inclusive and accessible group driven by members, to nurture your professional development and practice as early-career learning technologists (those who support learning and teaching through appropriate use of digital tools).
No webinars, purely conversational in developing knowledge and skills, sharing on-the-job experiences and seeking advice, collaboration or study support. View it as peer mentoring and coaching on the side - we have each other. We encourage you to share openly so that others can benefit from responses. Be reassured that this is a safe and respectable space, pro-actively facilitated by three experienced learning technologists.
We refer to ‘learning technologist’ to encompass a wide range of support, professional services and leadership roles in education and professional learning. The following blog post series is a good starting point: “What makes a Learning Technologist?” – Part 1 of 4: Job titles: https://bit.ly/35SIYwh"
Each month myself, Matt and Sandra will make a post every other week on a particular theme, which are based on the responses to the survey that I organised earlier.
If you are or know anyone defined as early-career, please share the group widely.
Also, as per my Tweet today;
I appreciate that communities of practice are in abundance, and might fail to live up to expectations. But I wholeheartedly hope this is a bustling place driven by members. I have wide range of knowledge and experience across both FE and HE sectors, so I will do my best to signpost and share my wisdom where I am able to. But I encourage members to contribute where they are able to as well - it makes the group more valuable and a better experience for everyone.
I participated in the webinar 'Pathway Leaders: Daniel Scott - Learning Technologist' with Clare Chambers from Skills Lens in July 2021 that may be a useful listen. I discuss my own learning technologist origins and the role itself for anyone interested in getting into it. The following blog posts may be useful further reading too.
- 10 years in learning technology
- 'What makes a Learning Technologist' - my story
- Describing my learning technologist role
- Confessions of a Learning Technologist
Closing with a warming reminder. In one of the group conversations on the role of the learning technologist, Laura Moore said "I think you introduced me to the title 'Learning Technologist', Dan!" Heartening to read that I have continued to do my part in raising awareness of the role and profile.
That's the article: Early-career learning technologists group
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