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This chapter argues that the design work of higher education teachers is a critical component of successful digitalization of higher education, and that this realization forms the practical and intellectual rationale for researching teachers' design practice. We trace how the work of teachers to design learning experiences that integrate technology has been conceptualized and studied over the past two decades, both through our own research and related work by other colleagues. We explain what is distinctive about the design work undertaken by teachers and summarize the current state of knowledge with a focus on how this work has been done. The chapter includes two illustrative examples which we reflect on and then project forward to propose future directions for research and practice. We conclude the chapter by arguing for investment in building staff digital competence as an imperative for current and future success for higher education institutions.

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