Purpose
This study aims to provide an educational framework for not only the emerging COVID crisis but also future emergency remote teaching environments (ERTE).
Design/methodology/approach
Using participatory design methodologies, this study engages K-12 teachers and professional instructional designers in a design-focused discussion.
Findings
This work identifies thematic elements present across multiple subject areas, school districts, learner ages and socio-economic situations. Using these themes, as well as design solutions created by our participants, the authors propose the ERTE framework.
Research limitations/implications
The framework presented is grounded in the experiences of a limited number of teachers, but presents a theoretically grounded approach to teaching in an emergent field.
Practical implications
This framework is designed for practical application for use by teachers operating in ERTE.
Originality/value
Though multiple online teaching frameworks exist, the ERTE framework is novel in its emphasis on shifting constants and variables rather than planned pedagogy and is specifically for use in unplanned or responsive remote teaching situations.
What role should video play in online learning? That is the question that learning designers and teaching faculty face more and more when designing online instruction. In this paper we will share what we learned about students' learning experience in a video-based online course. We will propose a new perspective for looking at video as an instructional tool, based on our findings using a qualitative research method.
The role of design in K-12 education has increased in recent years. We argue that many of these design experiences do not help develop important habits of mind associated with Human Centered Design (HCD). In this paper, we present an approach for developing higher-order thinking processes associated with HCD as part of embedded design practice-an approach for teaching design thinking to younger children using principles of cognitive apprenticeship. First, we identify fundamental design habits of mind, discuss why it is difficult for young learners to develop such habits, and then draw upon cognitive apprenticeship principles to propose a concrete approach for design education. Finally, we present an illustration of embedded design practice to show how the situated context offers opportunities for designers to learn more about the needs of young learners while providing learners with opportunities to learn more about design practices.
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