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The need for DES’ professional identity to be constructed: how are we doing?

DES’ professional identity necessitates construction: it is rarely inherent (Altena et al., 2019; Scott et al., 2019; Lawrence, 2022). The work itself is often unseen, or is not perceived as actively being work: DES perform not only the production of resource and support, but also act as a translation, education, and development role which must take place between colleagues.

A sensory reckoning for Higher Education?

Higher Education has become comfortable talking about learning design frameworks, accessibility checklists, and digital innovation. Yet we rarely ask the more uncomfortable

So… What’s Your Story?

Teacher education is not only about meeting standards, it is about shaping identity, connecting theory and practice, and building confidence. Storytelling draws these elements together, deepening reflection, strengthening communication and leaves a lasting imprint. Behind every professional standard is a person and every person has a story worth telling.

Are we measuring what we think we’re measuring?

This developmental framework also illuminates a troubling question about our assessments. Traditional assessments such as essays, exams or case analyses require students to demonstrate critical thinking within constrained formats and time pressures.