A fingerprint pattern of supports for teachers’ designing of technology-enhanced learning

Svihla, Vanessa; Reeve, Richard; Sagy, Ornit; Kali, Yael

doi:10.1007/s11251-014-9342-5

Cited by 38 publications

(31 citation statements)

References 49 publications

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“…Features of the design task, such as designing for real-world use, were found to support teachers as designers of technology-enhanced learning (Svihla et al, 2015). The composition of the team (e.g., team size, participants' background and expertise) also has important implications for the success of a TDT.…”

Section: Teacher (Educator) Design Teams For Ict Integrationmentioning

confidence: 99%

“…Systematic approaches such as the use of design models can be helpful to structure collaborative design activities (e.g., Culatta, 2013;Ehrlenspiel et al, 1997). The study of Svihla et al (2015) suggests that design principles aren't sufficient guidance on their own, and that concrete design tools are good scaffolds to support teachers' design work.…”

Section: Teacher (Educator) Design Teams For Ict Integrationmentioning

confidence: 99%

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Conditions for the successful implementation of teacher educator design teams for ICT integration: A Delphi study

Becuwe

Roblin

Tondeur

et al. 2017

AJET

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Teacher educators often struggle to model effective integration of technology. Several studies suggest that the involvement of teacher educators in collaborative design is effective in developing the competences necessary for integrating information and communication technology (ICT) in teaching. In a teacher educator design team (TeDT), two or more teacher educators (re-)design curriculum materials together. For the successful implementation of TeDTs, conditions at both team and institutional levels have to be taken into account. However, there is little consensus among stakeholders about which of these conditions are of highest priority. Most studies present priority or critical conditions from the viewpoint of just one group (e.g., school leaders). A Delphi study was set up aiming at synthesising the knowledge and views of various stakeholders about the conditions for the successful implementation of TeDTs for ICT integration. Consensus about the importance of ten conditions was reached in the entire sample after three rounds. These conditions include a long-term vision, trust, ownership, time and supportive institutional policies.

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Section: Teacher (Educator) Design Teams For Ict Integrationmentioning

confidence: 99%

Section: Teacher (Educator) Design Teams For Ict Integrationmentioning

confidence: 99%

Conditions for the successful implementation of teacher educator design teams for ICT integration: A Delphi study

Becuwe

Roblin

Tondeur

et al. 2017

AJET

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“…Finally, Svihla et al (2015), attempt to identify a 'fingerprint pattern' of supports for teachers' designing with respect to common constructs of formal programs aimed at supporting teachers as designers of TEL and the types of learning that can support such programs. Here we again see research based on highly-directed small-scale cases that vary enormously from working within an established environment to a 16 week in-service course to a three semester non-thesis master program.…”

Section: The Individual Contributions To This Special Issuementioning

confidence: 99%

Do we need teachers as designers of technology enhanced learning?

Kirschner

2015

Instr Sci

119

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In this special issue, five teams of researchers discuss different aspects of the teacher as designer of technology enhanced learning situations. This final contribution critically discusses if and how teachers as designers of technology enhanced learning might (not) be feasible or even desirable. The premise underlying this critical view is that technology enhanced learning should not be seen as 'special' in comparison to other forms of learning in the teacher's arsenal. Both practicing professionals and institutions for teacher education must understand and embrace the role of design in professional competencies if technology enhanced learning is ever to be fully integrated into teaching and learning processes.Keywords Competencies Á Technology enhanced learning Á Teachers Á DesignThe stated purpose of this special issue is to contribute to the discussion of the teacher as a design professional and to ''provide[s] clear and timely considerations for those aiming to investigate and/or facilitate teachers as designers of technology enhanced learning'' (Kali & McKenney 2012). In line with this, I will try to make a critical yet constructive contribution to this discussion. First, I will place a few critical notes on the theme itself, namely teachers as designers of technology enhanced learning with respect to teacher competences and the ecology of education as a whole. Having done this, I will place a few critical remarks on the papers themselves. After a short discussion on what is needed for good learning, not only technology enhanced learning, I will conclude with recommendations for future work on this area, based on implications of my various considerations.

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“…Thus, it is the intention to explore the best practice within individual discipline areas within higher education (HE) where the environment is constantly changing through a combination of new knowledge and new technology. Such permeation of technology into teaching and learning warrants the need to explore how the VLE is being used to facilitate blended learning.There is much literature in relation to the value of the VLE, including studies into student perceptions (Mwanza-Simwami et al 2013), staff perceptions (Svihla et al 2015) and case studies of good practice (Logan 2007;Sclater, Peasgood, and Mullan 2016). However, the literature is scarcer when it comes to actual VLE content and resources available within a VLE.…”

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confidence: 99%

Best-practice model for technology enhanced learning in the creative arts

Power

Kannara

2016

Research in Learning Technology

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This paper presents a best-practice model for the redesign of virtual learning environments (VLEs) within creative arts to augment blended learning. In considering a blended learning best-practice model, three factors should be considered: the conscious and active human intervention, good learning design and pedagogical input, and the sensitive handling of the process by trained professionals. This study is based on a comprehensive VLE content analysis conducted across two academic schools within the creative arts at one Post-92 higher education (HE) institution. It was found that four main barriers affect the use of the VLE within creative arts: lack of flexibility in relation to navigation and interface, time in developing resources, competency level of tutors (confidence in developing online resources balanced against other flexible open resources) and factors affecting the engagement of 'digital residents'. The experimental approach adopted in this study involved a partnership between the learning technology advisor and academic staff, which resulted in a VLE best-practice model that focused directly on improving aesthetics and navigation. The approach adopted in this study allowed a purposive sample of academic staff to engage as participants, stepping back cognitively from their routine practices in relation to their use of the VLE and questioning approaches to how they embed the VLE to support teaching and learning. The model presented in this paper identified a potential solution to overcome the challenges of integrating the VLE within creative arts. The findings of this study demonstrate positive impact on staff and student experience and provide a sustainable model of good practice for the redesign of the VLE within creative disciplines.Keywords: virtual learning environment; digital literacy; aesthetics; staff development; participatory approach Introduction This paper presents a best-practice model for redesigning the virtual learning environment (VLE) within creative arts to augment blended learning. This work was presented at the Association for Learning Technology Conference 2015 (ALT-C) and was positively received. The audience at ALT-C 2015 resonated with the perceived barriers in the use of VLE that were derived within this study: difficulty in navigation, concerns regarding integration with the physical teaching and, finally, the visual appearance.*Corresponding author. Email: v.kannara@hud.ac.uk Responsible Editor: Peter Reed, University of Liverpool Online, United Kingdom. Vol. 24, 2016 Research in Learning Technology 2016. # 2016 J. Power and V. Kannara. Research in Learning Technology is the journal of the Association for Learning Technology (ALT), a UK-based professional and scholarly society and membership organisation. ALT is registered charity number 1063519. http://www.alt.ac.uk/. This is an Open Access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), allowing third parties to copy and r...

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A fingerprint pattern of supports for teachers’ designing of technology-enhanced learning

Cited by 38 publications

References 49 publications

Conditions for the successful implementation of teacher educator design teams for ICT integration: A Delphi study

Conditions for the successful implementation of teacher educator design teams for ICT integration: A Delphi study

Do we need teachers as designers of technology enhanced learning?

Best-practice model for technology enhanced learning in the creative arts

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