The process of designing for learning: understanding university teachers’ design work

Bennett, Sue; Agostinho, Shirley; Lockyer, Lori

doi:10.1007/s11423-016-9469-y

Cited by 106 publications

(139 citation statements)

References 36 publications

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“…Most of teachers stated that they plan their activities alone, showing a high level of autonomy in deciding what and how to teach -results in line with [13]. The main reason is that usually there is only one teacher per topic and educational level in the school and there is no chance for co-design between teachers of the same educational context.…”

Section: Facilitate the Design In A Community Of Educatorsmentioning

confidence: 89%

“…Of those design principles, we can highlight two rules which we think they can facilitate the adoption of the LD tools by educators in their daily practices: LD tools which seek to connect with teachers' existing practices and LD tools which seek for solving teachers' dayto-day problems [13]. From the first one, the following design principles are derived: Content and Activity centered planning, Planning tools based on time, Usability matters: the Google apps effect.…”

Section: Discussionmentioning

confidence: 99%

“…This result is aligned with findings from related research. First, [13] state that the starting point of the design process depends on the nature of the design problem, identifying also three distinct starting points: from the learning outcomes, from a content-area focus and from a direct re-adaptation of previous LDs. Second, there is a need of describing teaching and learning activities as the "content" dimension of education is already captured in books, websites, etc.…”

Section: Content and Activity Centered Planningmentioning

confidence: 99%

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Identifying Design Principles for Learning Design Tools: The Case of edCrumble

Albó

Hernández‐Leo

2018

Lifelong Technology-Enhanced Learning

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Abstract. Despite the existing variety of learning design tools, there is a gap in their understanding and adoption by the educators in their everyday practices. Sharing is one of the main pillars of learning design but sometimes it is not a sufficient reason to convince teachers to adopt the habit of documenting their practices so they can be shared. This study presents the design principles of edCrumble, an online learning design platform that allow teachers the creation and sharing of blended learning designs with the support of data analytics. The design principles have been learned and extracted from a participatory design process with teachers during the conceptualization and ongoing development of the tool. Several workshops including interviews were carried out as part of a design-based research iteration process. Later analysis has been done to extract and highlight those design principles aiming informing the development of learning design tools towards better learning design adoption.

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Section: Facilitate the Design In A Community Of Educatorsmentioning

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Section: Content and Activity Centered Planningmentioning

confidence: 99%

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Identifying Design Principles for Learning Design Tools: The Case of edCrumble

Albó

Hernández‐Leo

2018

Lifelong Technology-Enhanced Learning

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“…Recent discourse in learning design research is conceptualizing teacher design work within the broader field of design [1,2]. That is, a teacher is essentially a designer whereby they identify learning-related problems they wish to address with their students and they craft solutions to these problems in the form of learning experiences [3].…”

Section: Introductionmentioning

confidence: 99%

Helping Teachers to Think About Their Design Problem: A Pilot Study to Stimulate Design Thinking

Hernández‐Leo¹,

Agostinho²,

Beardsley³

et al. 2017

EDULEARN Proceedings

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Designing learning experiences for students is a key responsibility of teachers. This involves designing stimulating and engaging tasks, selecting and creating appropriate resources, and deciding how best to support students to successfully complete the tasks. This is a complex process in which many factors need to be considered. Learning design research and tooling is focused on how to support this teacher design work. Existing learning design tools support the authoring and sharing of learning activities, which -if represented computationally -can also be enacted in virtual learning environments. An important part of the learning design process is thinking about what it is that students are to learn. This then informs the design of the learning activities. However, research on how to support this early phase of the learning design process is scarce. Indeed, an emerging finding from research investigating teacher design practices is that teachers' design work exhibits some characteristics synonymous with the broader field of design. Specifically, teachers formulate and work with a design problem. But, teachers generally don't consider their work in terms of design. Thus there is scope to encourage and support design thinking in teachers along the whole learning design process, including in the initial phase of identifying a design problem. This paper reports on a pilot study where a learning design Problem Generation Tool was created, in the form of 20 stimulus questions, to generate deeper thinking about the design problem. The stimulus questions are based on 3 foci, which are to be considered in an iterative way to think about and generate the problem: Understand the nature of the design problem and your goals (e.g, What kind of problem is this? Why is this design being done?) Map your context (e.g., Who are the students? How will the course be taught? Who will teach in this course?), Plan your design approach (e.g., What preparation do you have to do? What is your initial plan or steps you will follow for your design process?) The tool was incorporated in the Integrated Learning Design Environment (ILDE), a community platform that integrates a number of learning design tools supporting conceptualization, authoring and implementation of learning activities. The Problem Generation Tool integrated in ILDE was used with eight participants, who were already familiar with ILDE, in a workshop setting in a postgraduate program at a local University in Barcelona, Spain. Participants had between one and five or more years of teaching experience. Results showed that participants found the Problem Generation Tool helpful. The level of perceived usefulness by question varied across participants, while a few questions were not sufficiently clear and need to be revised. Overall, there was evident elaboration of the participants' design problems thus suggesting design thinking was stimulated and identification of the design problems scaffolded.

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“…Hoy en día, las universidades están promoviendo el desarrollo de iniciativas para la enseñanza y el aprendizaje basadas en las herramientas digitales (Bennett, Agostinho y Lockyer, 2017;Subramaniam, 2016;Uluyol y Sahin, 2016).…”

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Aplicación en la nube Lucidchart: ¿herramienta necesaria para la innovación del proceso educativo en el siglo XXI? / Application in the cloud Lucidchart: a tool needed for the innovation of the educational process in the 21st century?

Estupiñán¹

2017

SEECI

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El desarrollo de las herramientas digitales está provocando cambios significativos en la enseñanza y el aprendizaje. En particular, esta investigación mixta evalúa el impacto de la aplicación en la nube Lucidchart para describir el funcionamiento y comportamiento de los Sistemas Informáticos a través de la elaboración de los diagramas UML (Unified Modeling Language). La muestra está compuesta por 22 estudiantes que cursan la asignatura Desarrollo de aplicaciones en la Universidad La Salle Campus Ciudad de México durante el ciclo escolar 2017. Este estudio de corte cuantitativo y cualitativo analiza este software considerando los aspectos de funcionalidad, aprendizaje, herramienta para el proceso educativo, interfaz y servicio en la red. En conclusión, esta investigación recomienda las aplicaciones de la nube disponibles en Google Drive como Lucidchart con la finalidad de construir innovadoras experiencias educativas.

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The process of designing for learning: understanding university teachers’ design work

Cited by 106 publications

References 36 publications

Identifying Design Principles for Learning Design Tools: The Case of edCrumble

Identifying Design Principles for Learning Design Tools: The Case of edCrumble

Helping Teachers to Think About Their Design Problem: A Pilot Study to Stimulate Design Thinking

Aplicación en la nube Lucidchart: ¿herramienta necesaria para la innovación del proceso educativo en el siglo XXI? / Application in the cloud Lucidchart: a tool needed for the innovation of the educational process in the 21st century?

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