Foundations for Courseware Engineering

Goodyear, Peter

doi:10.1007/978-3-642-78389-0_2

Cited by 12 publications

(1 citation statement)

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“…That is, much more attention has been paid to the development of tools, standards, software and infrastructure than to establishing what users -primarily teachers who design technologyenhanced learning activities -actually need. Such technology-led ventures take the risk that they will produce tools and resources that get disappointing levels of take-up, in part because the developments are based on untested assumptions about what users do, how they think and the contexts in which they work and use these tools (Norman and Draper 1986;Pirolli and Russell 1990;Goodyear 1993;van Rosmalen et al 2006;Laurillard 2008). *Corresponding author.…”

Section: Introductionmentioning

confidence: 97%

Researching design practices and design cognition: contexts, experiences and pedagogical knowledge‐in‐pieces

Kali

Goodyear

Markauskaitė

2011

Learning, Media and Technology

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If research and development in the field of learning design is to have a serious and sustained impact on education, then technological innovation needs to be accompanied -and probably guided -by good empirical studies of the design practices and design thinking of those who develop these innovations. This article synthesises two related lines of research into teachers' design thinking. We draw attention to the importance of context in working on the solution of design problems and introduce the idea that some pedagogical knowledge can best be understood as 'knowledge in pieces', rather than as a coherent system of pedagogical beliefs.

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