Team design communication patterns in e-learning design and development

Rapanta, Chrysi; Maina, Marcelo Fabián; Lotz, Nicole; Bacchelli, Alberto

doi:10.1007/s11423-013-9306-5

Cited by 9 publications

(7 citation statements)

References 36 publications

(15 reference statements)

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“…As such, this study cautiously gives reason to challenge the claim that teachers' design approach is unsystematic (Hoogveld, Paas, & Jochems, 2003). The design approach of teachers can hardly be represented by instructional design (ID) models or other system design models (Rapanta, Maina, Lotz, & Bacchelli, 2013). Important decisions are made when teachers encounter a problem.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…This study suggests that an important dimension is added by looking at explicated design reasoning to get a more comprehensive and fine-grained understanding of the intuitive decision making process and design judgment. This study therefore set the stage for future studies on teachers' explicated design reasoning to incorporate literature on design conversations (see for instance Rapanta et al, 2013). Future research should endeavor to better understand how existing orientations are explicated.…”

Section: Discussionmentioning

confidence: 99%

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Understanding decision making in teachers’ curriculum design approaches

Boschman

McKenney

Voogt

2014

Education Tech Research Dev

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The goal of this study was to reach a better understanding of the intuitive decisions teachers make when designing a technology-rich learning environment. A multiple case-study design was employed to examine what kinds of factors (external priorities, existing orientations or practical concerns) influence design interactions of teams of kindergarten teachers. This study combines semi-structured interview data on teachers' existing orientations with analysis of teachers' design discussions during the design of learning material for a technology-rich learning environment. Three teams of teachers voluntarily participated. Findings on the existing orientations suggest that knowledge and beliefs about teaching and learning related to knowledge and beliefs on technology and early literacy. The analysis of teachers' discussions revealed that the process could be characterized to a large extent as brainstorms; and that problems are not addressed in depth. Rather they are resolved through brainstorming, and most argumentation falls in the realm of practical concerns: how to organize learning activities and how to respond to contingencies. The findings of this study suggest that teachers' explicated design reasoning is mostly influenced by practical concerns, yet their own knowledge and beliefs play an important role at the start of the design process. However, these existing orientations as well as the practical concerns that emerge during the conversation tend to be narrow in scope. Theoretical and practical implications are discussed in light of how this study provides understanding of how to support these teachers.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Understanding decision making in teachers’ curriculum design approaches

Boschman

McKenney

Voogt

2014

Education Tech Research Dev

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“…As can be seen from the Appendix, more concrete interaction steps were subdivided under each main category. For this, an appeal was made to the work of Boschman et al (2014), Rapanta et al (2013), Stempfle and Badke-Schaub (2002), and Walker (1971). The transcripts of the different meetings of the three teams were analysed sentence-by-sentence, allowing to ascribe single utterances to categories of the coding scheme.…”

Section: Audio Recordings Of Each Meetingmentioning

confidence: 99%

Pre-service teachers as designers in the context of advertising literacy education

Adams

Rotsaert²,

Schellens³

et al. 2020

EDeR

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The present study describes how teacher design teams (TDTs) in pre-service education were set up to create in-school programs about advertising. A multiple case-study design was employed to reveal what kinds of input-, process-, and output-related factors facilitate or hinder the collaboration of three voluntarily participating teams of pre-service teachers. By combining pre-TDT questionnaire data with an analysis of audiorecorded team design discussions and reflective data collected after the design process, we found that the participating student teachers (1) were unfamiliar with design assignments at the start of the project, but were all intrinsically motivated to take part; (2) especially express practical concerns when designing learning materials, and (3) argue that TDTs positively contribute to their professional development. As this study revealed both facilitating and hindering factors, recommendations for future organization of and research on TDTs in pre-service education are offered.

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“…Similarly, Dick and Carey is process oriented and analyzes instructional goals, specifies performance, develops criteria for achievement and instructional design strategy, creates materials, and develops and conducts evaluations to ensure learning objectives are met (Dijkstra, Schott, Seel, Tennyson, & Seel, 2013). Although both these models are valuable in creating a systematic process for course development and sound evaluation, their focus is more on process versus specific instructional design methods or strategies (Rapanta, Maina, Lotz, & Bacchelli, 2013; Silber, 2007). On the contrary, Gagne’s Nine Events of Instruction provide more details about how to create instructional activities: gaining student attention, informing students of goals, stimulating recall of prior learning, presenting content, providing learning guidance, eliciting performance, providing feedback, assessing performance, enhancing retention and transfer (Franklin, 2017; Gagné, Briggs, & Wager, 1992).…”

Section: Communities Of Inquiry and The Social Presence Modelmentioning

confidence: 99%

Social Presence Theory: Relevance for HRD/VHRD Research and Practice

Bickle

Hirudayaraj

Doyle

2019

Advances in Developing Human Resources

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The Problem Social presence theory (SPT) is the degree to which a person is perceived to be a “real person” in their computer-mediated communication or virtual environments. The level of social presence influences the quality of virtual interactions and outcomes. SPT has not been examined within human resource development (HRD) or virtual human resource development (VHRD); therefore, it is not known if increased social presence could improve virtual teams/organizations and online instruction. The Solution Designing online environments and practices to increase social presence could enhance VHRD within virtual teams, online instructional design, and educational settings. Application of Community of Inquiry (CoI), Social Presence Model, and SPT-inspired instructional design through Gagne’s nine events are discussed with recommendations to improve HRD/VHRD by fostering trust, communication, collaboration, personal relationships, and learning within virtual resources and teams. The Stakeholders The literature and application of SPT would benefit HRD/VHRD researchers, HR practitioners, educators, and team leaders/managers.

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Team design communication patterns in e-learning design and development

Cited by 9 publications

References 36 publications

Understanding decision making in teachers’ curriculum design approaches

Understanding decision making in teachers’ curriculum design approaches

Pre-service teachers as designers in the context of advertising literacy education

Social Presence Theory: Relevance for HRD/VHRD Research and Practice

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