Factors impacting the ability of ‘EdAdvisors’ to support and enhance technology-enhanced learning and teaching in Australian Higher Education

Abstract

Technology-enhanced learning and teaching practice in Higher Education is facilitated in different ways by ‘Third Space’ support staff including Learning Designers, Education Technologists and Academic Developers, broadly defined as ‘EdAdvisors’ – educator/advisors. EdAdvisors offer rich experience and expertise across both pedagogy and technology can be hampered by workplace factors that diminish their ability to have meaningful impact. The work that EdAdvisors do is increasingly represented in existing research but there less is known of the barriers to their practice, particularly across different role-types. This doctoral research uses a Practice Theory lens and mixed methods to examine the complex web of factors in Australian Higher Education that shape the practices of EdAdvisors, including cultural, epistemic, material, organisational and relational, in an attempt to identify problems and suggest solutions. One significant problem is that EdAdvisor roles are often poorly defined. This work adds clarity to the understanding of these roles by comparing core activities and knowledge areas associated with them and using this analysis to find distinguishing characteristics and areas of overlap. It contributes to deeper understanding of the ways that teaching is and should be supported in Australian Higher Education. Feedback is sought on the theoretical lenses and methodology