The Practice of Educational/Instructional Design

Ertmer, Peggy A.; Parisio, Martin; Wardak, Dewa

doi:10.4324/9780203075227.ch1

Cited by 19 publications

(24 citation statements)

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“…Recent research in technology-enhanced learning has indicated the need to redefine the role of teachers as designers (McKenney et al, 2015) to support twenty-first century learning. Such a repositioning of teaching as a creative practice challenges teachers to reconceptualize educational practice as an act of design, not in the artistic meaning of the word, but in the sense of as a collaborative, problem solving activity that results in the creation of something useful that did not exist before (Ertmer, Parisio, & Wardak, 2013). In traditional education systems, curriculum and assessment were predetermined, the textbooks followed curriculum and assessment, teachers followed the textbooks, and students followed the textbooks through memorizing facts.…”

Section: The Role Of Teachers In Technology-enhanced Learningmentioning

confidence: 99%

“…For a proper understanding of collaborative design for student learning (Ertmer et al, 2013), it is essential for teachers to understand how design takes place in the instructional design and curriculum development process. For example, in Martinez-Maldonado et al's (Martinez-Maldonado et al, 2015) study, teachers used interactive surface devices (i.e., a multi-touch tabletop, an interactive whiteboard, a paper-based task script) and spaces (i.e., a design studio) to design and redesign the semester-long course.…”

Section: Documenting Multimodal Student Learning Datamentioning

confidence: 99%

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Developing a competency taxonomy for teacher design knowledge in technology-enhanced learning environments: a literature review

Kim

2019

RPTEL

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Recent research in technology-enhanced learning environments has indicated the need to redefine the role of teachers as designers. This supports successful learners better able to adapt to twenty-first century education, in particular STEM education. However, such a repositioning of teaching as a design science challenges teachers to reconceptualize educational practice as an act of design, not in the artistic meaning of the word. Our recent research finding also indicated that teacher design knowledge (TDK) processes are often invisible to both the teacher educators and the teachers. To respond to these challenges, this paper will define TDK for STEM teachers by making TDK visible in the form of a TDK competency taxonomy. A systematic literature review was conducted to identify the characteristics of teaching practices in technology-enhanced learning environments. This TDK competency taxonomy consists of four main categories drawing on existing literature on teacher design work and teacher instructional design: data practice, design practice, knowledge creation practice, and professional teaching practice. The implications of these findings were discussed.

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Section: The Role Of Teachers In Technology-enhanced Learningmentioning

confidence: 99%

Section: Documenting Multimodal Student Learning Datamentioning

confidence: 99%

Developing a competency taxonomy for teacher design knowledge in technology-enhanced learning environments: a literature review

Kim

2019

RPTEL

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“…Regardless of job title, they share a professional commitment to designing things that support other people's learning: courses, curricula, learning resources, learning tools, learning spaces, and so on. Despite the growing importance of educational design as a professional field, studies of educational design practices are still rather rare and are practically absent in the mainstream literature of design studies (Ertmer, Parisio, & Wardak, 2013).…”

Section: Drawing and Sketching In Educational Designmentioning

confidence: 99%

Inscriptions in Educational Design Team Meetings

Wardak¹

2016

Perf Improvement Qrtly

Self Cite

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Drawing and sketching are known to have been immensely beneficial to the design process in many domains, especially those in which the focus is on a tangible product, such as a car or a building. In contrast to these design fields, educational designers deal with abstract ideas and concepts—with learning processes that are not easily visualized—either in the imagination or in design drawings. This may be one of the reasons why educational designers are lagging behind other domains in utilizing drawing practices during the early conceptual phases of design. This article presents an exploratory investigation of how three small design teams created and used drawings (inscriptions, in this study) in support of their face‐to‐face design activities. It presents a new perspective on studying the process of educational design and has implications for the design and development of educational design tools and environments, as well as for training educational designers.

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“…This view positions educational practice as an act of design, not in the artistic meaning of the word but in the sense of "as a goaldirected, problem solving activity that results in the creation of something useful that did not exist before" (Ertmer, Parisio, & Wardak, 2013). Or, as Herbert Simon declared: "Everyone designs who devises courses of action aimed at changing existing situations into preferred ones" (Simon, 1996, p. 111).…”

Section: Defining Learning Designmentioning

confidence: 99%

The Art & Science of Learning Design

Maina¹,

Brock²,

Mor³

2015

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ScopeThe rapid co-evolution of technology and learning is offering new ways to represent knowledge, new educational practices, and new global communities of learners. Yet the contribution of these changes to formal education is largely unexplored, along with possibilities for deepening our understanding of what and how to learn. Similarly, the convergence of personal technologies offers new opportunities for informal, conversational and situated learning. But this is widening the gulf between everyday learning and formal education, which is struggling to adapt pedagogies and curricula that were established in a pre-digital age.This series, Technology Enhanced Learning, will explore learning futures that incorporate digital technologies in innovative and transformative ways. It will elaborate issues including the design of learning experiences that connect formal and informal contexts; the evolution of learning and technology; new social and cultural contexts for learning with technology; novel questions of design, computational expression, collaboration and intelligence; social exclusion and inclusion in an age of personal and mobile technology; and attempts to broaden practical and theoretical perspectives on cognition, community and epistemology.The series will be of interest to researchers and students in education and computing, to educational policy makers, and to the general public with an interest in the future of learning with technology. The Art & Science of Learning DesignEdited by Marcelo Maina University of Catalonia, Barcelona, Spain Brock Craft Goldsmiths, University of London, UK and Yishay Mor PAU Education, Barcelona, SpainA C.I.P. record for this book is available from the Library of Congress.ISBN: 978-94-6300-101-4 (paperback) ISBN: 978-94-6300-102-1 (hardback) Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/ Printed on acid-free paper All Rights Reserved © 2015 Sense PublishersNo part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. v PREFACEThe Art and Science of Learning Design (ASLD) workshop 1 was convened in October 2011 in London, UK, to explore the tools, methods, and frameworks available for practitioners and researchers interested in designing for learning, and to articulate the challenges in this emerging domain. The workshop adopted an unconventional design, whereby contributions were shared online beforehand, and the event itself was dedicated to synergy and synthesis. In a novel bid to make the workshop as open as possible, to external as well as on-site participants, social media tools were employed to support dissemination contemporaneously with the events at the...

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The Practice of Educational/Instructional Design

Cited by 19 publications

References 0 publications

Developing a competency taxonomy for teacher design knowledge in technology-enhanced learning environments: a literature review

Developing a competency taxonomy for teacher design knowledge in technology-enhanced learning environments: a literature review

Inscriptions in Educational Design Team Meetings

The Art & Science of Learning Design

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