A critical analysis of technology‐enhanced learning design frameworks

Abstract

Numerous models have been developed to help teachers efficiently and effectively design learning opportunities using new and emerging technologies. However, the literature to date makes little reference to the variation that exists within the models and frameworks as far as their scope, context, epistemological and pedagogical underpinnings and so on. In this paper, we critically contrast models of technology‐enhanced learning design in order to support educator selection of models, as well as to derive an overarching understanding of how learning design models may differ ontologically. A total of 21 models were selected from a systematic search of the technology‐enhanced learning design research literature. Findings indicated that technology‐enhanced learning design models can be differentiated according to whether they constitute a conceptual framework or a procedural method, their epistemological and pedagogical underpinnings, the level of granularity of the model, the extent to which contextual elements are considered, whether interactions between teachers and students are integral, whether guidance for selecting technologies is included and whether any sort of evaluation of the model has been conducted. The utility of each of these dimensions in terms of supporting technology‐enhanced learning design is considered, and the value more broadly of learning design models is critically discussed.

Teachers as designers of TEL interventions

“…However, another interesting figure is that—after the selection process made by the three guest editors—only 35 papers (out of 146) were judged firmly “on topic.” This reinforces our suggestion that the field borders are somewhat blurred and that there are multiple interpretations in play for expressions such as “teachers as designers” and “learning design” (see also Dohn, , especially Chapter 2, and Bower & Vlachopolous, ).…”

“…The first four papers help us all see the landscape much more clearly, providing an overview of some of the approaches proposed by researchers (Bower & Vlachopoulos, 2018), of the barriers to their adoption (Dagnino et al, 2018), a vision of how practice theory can inform research in the field (Bennett, Lockyer, & Agostinho, 2018) and a snapshot of actual design practices, at least among novice teachers, producing evidence of their underestimation of the importance of pedagogy as a guiding principle for their design work (Nguyen & Bower, 2018). The assumption behind these studies is that there is still much to learn about the way teachers in schools (Continued) Vol 49 No 6 2018 and higher education institutions make decisions about their teaching, and that understanding teachers' design practice is a necessary condition to devise better strategies for sustainable, largescale pedagogical innovation.…”

Technology‐mediated learning theory

“…The process of creating effective learning tasks, resources and environment, often referred to as “designing for learning” (Beetham & Sharpe, ), requires that educators design tasks in a way that helps students achieve the learning outcomes that will be assessed (Biggs & Tang, ). There are many technology‐enhanced learning design frameworks that have been created to help teachers effectively deploy technologies in educational settings (see Bower & Vlachopoulos, for a collection of more than twenty such models), as well as a range of tools that support this process (for instance see Conole, ; Dalziel, ; Laurillard, Masterman, Magoulas, Boyle, & Manton, ). Critical in the design and implementation process is to account for the wide range of individual differences and contextual factors that can influence learning (Brook & Oliver, ).…”

Understanding the lived experience of faculty that integrate instructional technologies into their teaching : an interpretative phenomenological analysis

“…Specifically, the experiences of a tenure-track university faculty within a private northeastern university will be examined to develop insights into the experiences of faculty members that adopt instructional technologies. The vast majority of contemporary educational institutions have expressed a commitment to the application of digital strategies within learning interventions and have developed supporting training plans to ensure faculty members and students use the available tools to their full capacity (Bower & Vlachopoulos, 2018).…”

“…In most educational institutions, a significant commitment has been made to the implementation of digital strategies through the introduction of new technologies in learning and teaching, as well as in the training of staff and students, to support effective technology usage (Bower & Vlachopoulos, 2018). The purpose of this study is to explore the experiences of tenure-track faculty in the adoption of instructional technologies to support their instruction in the 21st-century learning environment.…”