# data[].attributes.body
If there is no agreed strategy (or sponsorship from the top) , there will be a struggle to resource activity

# data[].attributes.headline
Develop Awareness of the importance of LD

# data[].attributes.subject
Develop Awareness of the importance of LD

# data[].attributes.body
Develop ad offer a process that fits the institution

# data[].attributes.body
At UON, LD is integrated in our approval processes for changes to modules and programmes, as well as for PSR and validation

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Work closely with various teams and schools to help understand their challenges and then work in a consultative way to enhance their modules.

# data[].attributes.subject
Work closely with various teams and schools to help understand their challenges and then work in a consultative way to enhance their modules.

# data[].attributes.body
Its often a lone activity and working in teams can be very beneficial but this is misunderstood.

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One of our schools is in the process of designing their educational technology strategy but before they had a teaching and learning strategy which was effectively an action plan which had no vision. WE had to build rapport with that school and work closely for them to actually then see us as learning designers

# data[].attributes.subject
One of our schools is in the process of designing their educational technology strategy but before they had a teaching and learning strategy which was effectively an action plan which had no vision. WE had to build rapport with that school and work closely for them to actually then see us as learning designers

# data[].attributes.headline
Academic staff new to online learning - staff development opportunity, induct them into LD approaches

# data[].attributes.subject
Academic staff new to online learning - staff development opportunity, induct them into LD approaches

# data[].attributes.body
Often teaching is a secondary activity to research. Faculty not wanting to adapt Practice due to busy workload and capabilities

# data[].attributes.headline
Have a reason to change, e.g. structured 'nudges', feedback, student expectation.

# data[].attributes.subject
Have a reason to change, e.g. structured 'nudges', feedback, student expectation.

# data[].attributes.headline
Lack of awareness that online learning _is_ an academic discipline. I think academics rely on colleagues' anecdotal evidence rather than the experts, because they don't realise there is such a thing as expertise in the field.

# data[].attributes.subject
Lack of awareness that online learning _is_ an academic discipline. I think academics rely on colleagues' anecdotal evidence rather than the experts, because they don't realise there is such a thing as expertise in the field.

# data[].attributes.body
How do you test that any given LD framework is working in a way that the results and outcomes can be used as evidence to support. Academics tend to ask to see the evidence.. but it can be quite a slow process to capture and gather enough evidence to support investment in LD. "Show me it works"

# data[].attributes.body
Align design to platform (e.g. Canvas, Futurelearn).
Introducing new platform

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as part of academic strategy review discussions

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as part of academic strategy review discussions

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Developing and selling the (new) vision for learning on a programme

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Developing and selling the (new) vision for learning on a programme

# data[].attributes.body
Using UoN as an example, the vision for a new campus without lecture theatres helped the process to move forward quickly. How can we do this without this kind of parameter?

# data[].attributes.headline
LD mandatory in course validation approval process

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LD mandatory in course validation approval process

# data[].attributes.body
I find that one of the barriers for engagement with LD (for online or blended) actually stems from the technology itself. I have had many experiences with academics who get distracted by technology when shown Storyline or Rise of a VLE build...rather than the focus being on the learning and the learner journey (it becomes about content.. not context which often doesn't result in the best LD experience).

# data[].attributes.headline
Developing effective LD induction for new staff

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Developing effective LD induction for new staff

# data[].attributes.headline
Mindset shifting and undermining academic teaching that has worked so far

# data[].attributes.subject
Mindset shifting and undermining academic teaching that has worked so far

# data[].attributes.body
Stories of how others have engaged within your institution - we hit barriers where we showed them research and we were told "But that doesn't represent the students we have". Empathy, and counciling/coaching approaches

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Course creation doesn't include the people who will be teaching (OU context) - what gets designed isn't always student-focused

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Course creation doesn't include the people who will be teaching (OU context) - what gets designed isn't always student-focused

# data[].attributes.headline
LD embedded in other curriculum initiatives

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LD embedded in other curriculum initiatives

# data[].attributes.body
Meaningful, well-articulated and  SMART

# data[].attributes.headline
Framework may not map to individual constructs of teaching

# data[].attributes.subject
Framework may not map to individual constructs of teaching

# data[].attributes.body
Using LDs and LTs to interpret existing pedagogy in LD terms

# data[].attributes.headline
supported cross-university approaches that are connected (eg curriculum planning, new course validation, CPD, resources, student support)

# data[].attributes.subject
supported cross-university approaches that are connected (eg curriculum planning, new course validation, CPD, resources, student support)

# data[].attributes.headline
Student feedback - want a better experience

# data[].attributes.subject
Student feedback - want a better experience

# data[].attributes.headline
Understanding the difference between blended F2F and fully online

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Understanding the difference between blended F2F and fully online

# data[].attributes.headline
Support academics with a world demanding scale and pace

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Support academics with a world demanding scale and pace

# data[].attributes.headline
Institutional/Organisational Learning Culture (trust in new approaches, appetite for change)

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Institutional/Organisational Learning Culture (trust in new approaches, appetite for change)

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Identifying case studies of how it has worked well, and disseminating these as wide as possible. Identify pockets of engagement and willingness within areas where those barriers exist and build communities of practice.

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Post-workshop support - implementing designs

# data[].attributes.subject
Post-workshop support - implementing designs

# data[].attributes.headline
Conversations on learning design beginning and ending with how to get the technology to work, rather than how best to make use of technology. People know they don't know the tech, they don't know they don't know the pedagogy, so that's where the only interaction is.

# data[].attributes.subject
Conversations on learning design beginning and ending with how to get the technology to work, rather than how best to make use of technology. People know they don't know the tech, they don't know they don't know the pedagogy, so that's where the only interaction is.

# data[].attributes.headline
Providing evidence  (and nature of evidence)

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Providing evidence  (and nature of evidence)

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The commercial world tells us experience matters

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The commercial world tells us experience matters

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In healthcare we know that how we treat staff directly impacts how they treat patients ... how we work with faculty will be mirrored in how they work with students.
How do we create the *experience* for faculty that we want to echo to students?

# data[].attributes.headline
Programme/module specifications that pass validation ahead of any digital innovation/intervention!

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Programme/module specifications that pass validation ahead of any digital innovation/intervention!

# data[].attributes.body
Co-production and understanding of the student barriers to new designs are essential to explore - https://www.northampton.ac.uk/ilt/news/overcoming-abl-barriers/