Exploring the relationship between Learning Technologists and teaching staff a year on from the initial shift to hybrid and online teaching School: Edinburgh Medical School [Molecular, Genetic and Population Health Sciences] Team Members: Brendan Owers, Chris McKenzie, Eoghan Clarkson Abstract This project aims to better understand how the relationship between Learning Technologists and teaching staff working with learning technologies may have changed as a result of the shift to hybrid teaching over the past twelve months. We intend to collect findings from both teaching and learning technology staff at the College to explore this. The first step is to design a questionnaire and semi structured interviews to be used, and to identify staff to invite to take part. The intention is to explore the views from Learning Technologists, to understand if they had any pre-expectations of the past twelve months, whether these were met, or not, or different, and also gather the views from teaching staff who have been supported by Learning Technologists. What were the existing relationships, have these evolved, have any new relationships emerged, what has gone well and what could be better for the future. The aim is to understand how this relationship can continue and how it might look to evolve. Can we learn anything from the past twelve months to better improve the relationship in supporting the development of both the LT role, and the running of our portfolio of programmes to better the experiences for our students? Final project report Download the final project report (PDF) This article was published on 2024-02-26
