Editorial: The art and science of learning design

Mor, Yishay; Craft, Brock; Hernández‐Leo, Davinia

doi:10.3402/rlt.v21i0.22513

Cited by 55 publications

(38 citation statements)

References 27 publications

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“…Benefits of this approach are that teachers reflect on their own work and learn by designing (Kali et al, ). In addition, the Learning Design (LD) field contributes with languages, practices and tools which guide teachers to effectively design and share artifacts for their students΄ learning (Mor, Craft, & Hernández‐Leo, ). However, although there is a need to understand how teachers engage in the design of TEL, their reflections about the implementations of their designs in their everyday practices are also essential to improve both designs and practices.…”

Section: Introductionmentioning

confidence: 99%

Teacher‐led inquiry in technology‐supported school communities

Michos¹,

Hernández‐Leo²,

Albó³

2018

Brit J Educational Tech

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Learning design is a research field which studies how to best support teachers as designers of Technology Enhanced Learning (TEL) situations. Although substantial work has been done in the articulation of the learning design process, little is known about how learning designs are experienced by students and teachers, especially in the context of schools. This paper empirically examines if a teacher inquiry model, as a tool for systematic research by teachers into their own practice, facilitates the connection between the design and data‐informed reflection on TEL interventions in two school communities. High school teachers participated in a learning design professional development program supported by a web‐based community platform integrating a teacher inquiry tool (TILE). A multiple case study was conducted aimed at understanding: (a) current teacher practice and (b) teacher involvement in inquiry cycles of design and classroom implementations with technologies. Multiple data sources were used over a one year period including focus groups transcripts, teacher interview protocols, digital artifacts, and questionnaires. Sharing teacher‐led inquiries together with learning analytics was perceived as being useful for connecting pedagogical intentions with the evaluation of their enactment with learners, and this differed from their current practice. Teachers’ reflections about their designs focused on the time management of learning activities and their familiarity with the enactment and analytics tools. Results inform how technology can support teacher‐led inquiry and collective reflective practice in schools.

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Section: Introductionmentioning

confidence: 99%

Teacher‐led inquiry in technology‐supported school communities

Michos¹,

Hernández‐Leo²,

Albó³

2018

Brit J Educational Tech

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“…Teachers must read design books to gather visual aids and determine excellent design work for students, thus enabling them to understand current design styles, philosophies, and the current state of the market, providing them a sound theoretical foundation. Lectures should also integrate theories to establish specific program designs and construction management strategies [11][12][13][14][15][16].…”

Section: The Role Of Organization In Classroom Teachingmentioning

confidence: 99%

The Role of Art Design Teachers in Classroom Teaching

Chen¹

2017

Proceedings of the 2017 International Conference on Education, Economics and Management Research (ICEEMR 2017)

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Abstract-In order to develop professional knowledge on art design and improve the practicality of classroom teaching and classroom management, professional teacher organization courses are proposed for classroom teaching in this study. The methods to improve the quality of teaching in classroom teaching were discussed. As was shown in the result, the professional knowledge that is reflected in classroom teaching helps students develop their skills, improves classroom management, and allows teachers to provide effective counseling.

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“…Following the four design principles listed above, a learning centre can be seen as both an education format and as a space where learning designs can unfold. This further adds to the complexity of an unsolved challenge within the field of education: The way in which we maintain and share ideas of how to design structures around human learning (Conole 2013;Dalziel 2015;Mor, Craft & Maina 2015).…”

Section: The Format and Learning Design Of Learning Centresmentioning

confidence: 99%