4FAD: A framework for mapping the evolution of artefacts in the learning design process

Cristóbal, Juan; Hernández‐Leo, Davinia; Carvalho, Lucila; Martínez-Maldonado, Roberto; Thompson, Kate; Wardak, Dewa; Goodyear, Peter

doi:10.14742/ajet.3706

Cited by 16 publications

(13 citation statements)

References 31 publications

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“…Thus, a contribution of this study is that it presents an additional understanding of constructing vocational curricula and of considerations that should be taken into account when designing cross-boundary learning environments (Zitter et al, 2016). The presented framework (Table 4) can be categorized as a 'learning design framework' that may serve both to analyse a design product and to further guide a design (Muñoz-Cristóbal et al, 2018). Our framework specifically supports the (re)design of learning environments at the school-work boundary.…”

Section: Discussionmentioning

confidence: 99%

Multilevel design considerations for vocational curricula at the boundary of school and work

Bouw

Zitter

Bruijn

2021

Journal of Curriculum Studies

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This study focuses on the school-work connection from the perspective of curriculum design. The aim was to uncover considerations underpinning the design of learning environments in vocational education. The research took place in the Netherlands. A focus group methodology was chosen to elicit designers' considerations, which generally remain largely implicit. These considerations concern the designable elements of learning environments: epistemic, spatial, temporal, and social elements. Design considerations were uncovered at each of the aggregation levels of a curriculum. At the macro-level, considerations referred to the connectivity between the contexts of school and work. Based on these considerations, different designs were chosen along the school-work continuum. At the meso-level, another continuum was found: the complexity in terms of practices involved in the learning environment. At the micro-level, concrete design considerations were revealed that designers take into account to strengthen the school-work connection. Thus, design considerations at three levels were made explicit. Moreover, the need for alignment between the designable elements and the curriculum levels became more apparent, leading to a deeper understanding of curriculum design for vocational education. This paper adds understanding of ways to strengthen the school-work connection and design future-proof vocational curricula.

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Section: Discussionmentioning

confidence: 99%

Multilevel design considerations for vocational curricula at the boundary of school and work

Bouw

Zitter

Bruijn

2021

Journal of Curriculum Studies

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“…After taking into account alternative spellings, the resulting query was: ("classroom observation*" OR "lesson observation*" OR "observational method*") AND ("learning design" OR "design for learning" OR "lesson plan" OR "instructional design" OR scripting). Aside from this, the first part of the query was decided based on different possible uses of the term "observation", whereas in the part of the query "learning design" or "design for learning" there are established differences in the use of these related concepts [19] as already discussed in the previous section. At the same time, "instructional design", although it has a different origin, sometimes is used interchangeably [3] and "scripting" [36] are also widely used.…”

Section: Research Questions and Methodologymentioning

confidence: 99%

“…According to some authors, learning design (LD) can be seen as a product or an artefact that describes the sequence of teaching and learning activities [5,[15][16][17], including the actors' roles, activities, and environments as well as the relations between them [18]. At the same time, learning design is also referred to as the process of designing a learning activity and or creating the artefacts that describe the learning activity [1,13,19]. In this paper, we will reflect not only on the artefact but also on the process of designing for learning, trying to clarify which one, and how, it is connected with classroom observations.…”

Section: Supporting Teaching Practice Through Learning Design and Clamentioning

confidence: 99%

A Conversation between Learning Design and Classroom Observations: A Systematic Literature Review

2019

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Learning Design, as a field of research, provides practitioners with guidelines towards more effective teaching and learning. In parallel, observational methods (manual or automated) have been used in the classroom to reflect on and refine teaching and learning, often in combination with other data sources (such as surveys and interviews). Despite the fact that both Learning Design and classroom observation aim to support teaching and learning practices (respectively a priori or a posteriori), they are not often aligned. To better understand the potential synergies between these two strategies, this paper reports on a systematic literature review based on 24 works that connect learning design and classroom observations. The review analyses the purposes of the studies, the stakeholders involved, the methodological aspects of the studies, and how design and observations are connected. This review reveals the need for computer-interpretable documented designs; the lack of reported systematic approaches and technological support to connect the (multimodal) observations with the corresponding learning designs; and, the predominance of human-mediated observations of the physical space, whose applicability and scalability are limited by the human resources available. The adoption of ICT tools to support the design process would contribute to extracting the context of the observations and the pedagogical framework for the analysis. Moreover, extending the traditional manual observations with Multimodal Learning Analytic techniques, would not only reduce the observation burden but also support the systematic data collection, integration, and analysis, especially in semi-structured and structured studies.

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“…An interesting direction for further research would be the characteristics of a design process when there is involvement of actors from different contexts (school and work), as is often the case with learning designs at the school-work boundary. Such studies might also take into account the ongoing and increasingly-collaborative nature of design processes (Buus and Georgsen 2018;Muñoz-Cristóbal et al 2018).…”

Section: Limitations and Suggestions For Further Researchmentioning

confidence: 99%

Designable elements of integrative learning environments at the boundary of school and work: a multiple case study

Bouw

Zitter

Bruijn

2020

Learning Environ Res

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Learning environment designs at the boundary of school and work can be characterised as integrative because they integrate features from the contexts of school and work. Many different manifestations of such integrative learning environments are found in current vocational education, both in senior secondary education and higher professional education. However, limited research has focused on how to design these learning environments and not much is known about their designable elements (i.e. the epistemic, spatial, instrumental, temporal and social elements that constitute the learning environments). The purpose of this study was to examine manifestations of two categories of integrative learning environment designs: designs based on incorporation; and designs based on hybridisation. Cross-case analysis of six cases in senior secondary vocational education and higher professional education in the Netherlands led to insights into the designable elements of both categories of designs. We report findings about the epistemic, spatial, instrumental, temporal and social elements of the studied cases. Specific characteristics of designs based on incorporation and designs based on hybridisation were identified and links between the designable elements became apparent, thus contributing to a deeper understanding of the design of learning environments that aim to connect the contexts of school and work.

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4FAD: A framework for mapping the evolution of artefacts in the learning design process

Cited by 16 publications

References 31 publications

Multilevel design considerations for vocational curricula at the boundary of school and work

Multilevel design considerations for vocational curricula at the boundary of school and work

A Conversation between Learning Design and Classroom Observations: A Systematic Literature Review

Designable elements of integrative learning environments at the boundary of school and work: a multiple case study

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