Over the past 5 years, teaching staff at the School of Continuing Education, VIA University College, Denmark, has been designing digitally supported teaching within diploma programmes and tailor-made courses in the fields of health, education, social sciences and management. More and more of these programmes and courses are designed as blended learning and are characterised by a short time cycle of design, delivery and completion. Despite a recent addition of learning design expertise to the organisation, there is a predominant tendency in design processes to focus on the technical setup, the content and the participants, and very little on the role of the teachers. The teachers’ role is challenged by a number of issues in relation to the growing use of blended and online learning, e.g. the task of facilitating the learning processes of the participants in new ways; a higher degree of exposure as the teacher often becomes the sole point of contact in online environments; communication skills needed to facilitate dialogue and collaboration in an online environment; etc. Furthermore, involvement of teaching staff in co-creation of new learning designs require skills which many lecturers do not have when they enter the design team for the first time, among others skills to articulate their pedagogical principles and technological imagination. Over time, we in our roles as learning designers in the School of Continuing Education have developed, tested and refined a technique for user involvement in the design work, and teachers now work with our professional learning designer and course producer on redesigning courses or creating new module or courses. In these collaborative design processes, we have identified a number of challenges, which will be dealt with in our paper.

中文翻译：

---

在继续和继续教育中发展短期学习课程的学习设计方法论

在过去的五年中，丹麦威盛大学学院继续教育学院的教学人员一直在设计文凭课程和健康，教育，社会科学和管理领域的定制课程中的数字支持教学。这些计划和课程越来越多地被设计为混合学习，其特点是设计，交付和完成的时间周期短。尽管最近在组织中增加了学习设计专业知识的能力，但在设计过程中仍存在着一种主要趋势，即专注于技术设置，内容和参与者，而很少关注教师的角色。与混合学习和在线学习的日益使用有关的许多问题对教师的角色提出了挑战，例如 以新的方式促进参与者学习过程的任务；由于教师经常成为在线环境中的唯一联络点，因此暴露程度更高；在在线环境中促进对话和协作所需的沟通技巧；此外，教员参与共同创建新的学习设计需要许多讲师在首次进入设计团队时所没有的技能，以及表达其教学原则和技术想象力的技能。随着时间的流逝，我们作为持续教育学院的学习设计师，已经开发，测试和完善了一种技术，可以使用户参与设计工作，现在，教师可以与我们的专业学习设计师和课程制作者合作，以重新设计课程或创建新的模块或课程。在这些协作设计过程中，我们确定了许多挑战，这些挑战将在本文中处理。