There is widespread interest in employing designers who focus on learning, performance and education technology in many industries at a global level. In Australia, learning designers are in demand in Education, Corporate Training, Finance, Charity, Non-Government Sectors, and also in Start-Ups and Entrepreneurial arenas. This demand is despite the fact that the role of the Learning Designer is incredibly varied, contextually-based, and also unclear to many employers – and students! This suggests that there is currently an opportunity for learning designers and academics who deliver learning design content to define what it means to be a learning designer. This paper presents an Australian case study which uses design-based research methods in a pre-production mode to identify the key principles that informed the development of a course of study (what others may refer to as a program). How those principles were operationalised within the course design and more are discussed in an effort to reposition understandings of knowledge, skills and abilities for this field.

在全球范围内，许多行业对聘用专注于学习、表演和教育技术的设计师有着广泛的兴趣。在澳大利亚，教育、企业培训、金融、慈善、非政府部门以及初创企业和创业领域都需要学习设计师。尽管学习设计师的角色非常多样化，基于上下文，而且对许多雇主和学生来说也不清楚，但这种需求仍然存在！这表明目前提供学习设计内容的学习设计师和学者有机会定义学习设计师的意义。本文介绍了一个澳大利亚案例研究，该案例研究在预生产模式中使用基于设计的研究方法来确定指导研究课程（其他人可能称为程序）开发的关键原则。这些原则是如何在课程设计中实施的，并讨论了更多内容，以重新定位对该领域的知识、技能和能力的理解。