This paper examines issues around learning „content‟ and its place in the new digital learning culture. We focus on the increasing demands of digital learners for content that is relevant and the challenges this poses if educators are to stay relevant to them. We say „relevance‟ is best achieved when content is negotiated with learners in collaboration with instructors. We describe strategies in which technology enhanced teaching and learning solutions have enabled learners to negotiate and create digitised learning content that is educationally, culturally and socially relevant. We cite two case studies that exemplify this approach: a trial of negotiated content with primary school aged digital learners at Brisbane School of Distance Education (BSDE), Australia, and the content decision-making processes used for the development of elearning courses for hearing health professionals and Auditory-Verbal Therapy at Hear and Say WorldWide Brisbane, Australia. We focus on the changing demands and skill sets of digital learners, their learning managers and subject matter experts, and the use of technology enhanced teaching and learning solutions as the negotiating tool in the development of digital content that is academically rigorous and also learner friendly. | Negotiating content with learners using technology enhanced teaching and learning solutions
