Including Students’ Voices in the Design of Blended Learning Lesson Plans

Abstract

Voice inclusive pedagogy urges teachers to consider how they will act to incorporate children's voices within their teaching practice. In blended learning environments, students' views in technology-enhanced classrooms are a useful source of information that is often not utilised to its full potential. This demonstration paper presents an authoring tool that facilitates the co-design of blended learning lesson plans between teachers and students. The platform supports teachers to collect students' voices to define the main components of a lesson plan. It has integrated an inquiry feature to gather students' feedback during the design process throughout the definition of the learning objectives, the activities and tools, and the procedures for reflection and assessment.