Learning and Teaching in Practice/Educational design theory/Learning design roles

Responsibilities for learning design
Course design is complex and time-consuming. Not all teachers are expected to carry out detailed needs analysis and curriculum design, such as designing a course and writing its aims and learning outcomes. But all teachers need to develop skills in designing learning activities and resources.

Typically, extra staff resources may be required when designing a whole new programme or a large course.

Although one person may be charged with designing and developing a new curriculum, good practice relies on significant collaboration and consultation. The designer should be seen as part of a wider team. This means that all interested parties (the stakeholders) are more likely to be included in the process, potentially leading to a final product that is acceptable to them. So who are the likely stakeholders in your professional situation?

When designing a complex learning project such as an online course, interactive materials, an educational game or a simulation, a specialised team may be needed. This might include:
 * Educational designer: contributes educational expertise about the pedagogy and technologies,
 * Subject-matter expert: contributes knowledge of the subject or the learning resource,
 * Graphics designer: designs and develops art work and the 'look and feel',
 * Educational developer: implements the design using appropriate media,
 * Project manager: manages the work flow, milestones, budget and the interactions between team members,
 * Other experts as required: these might include a photographer, videographer or other technical specialist.

Learner autonomy and collaboration
As we have seen, good practice in learning design depends on collaboration and consultation. Learners can be involved in course design in several ways:


 * The course design can allow enough flexibility for some degree of learner autonomy. This may include options for course delivery and learning paths and activities, as well as choice of assessment topics and how this might be assessed.
 * Feedback from past and existing learners can be sought to provide guidance on course content and outcomes.