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Full-Text Articles in Education
Towards Sustainable Technology-Enhanced Innovation In Higher Education: Advancing Learning Design By Understanding And Supporting Teacher Design Practice, Sue Bennett, Lori Lockyer, Shirley Agostinho
Towards Sustainable Technology-Enhanced Innovation In Higher Education: Advancing Learning Design By Understanding And Supporting Teacher Design Practice, Sue Bennett, Lori Lockyer, Shirley Agostinho
Faculty of Social Sciences - Papers (Archive)
Improving teacher design promises to be a scalable, sustainable approach to building capacity amongst a workforce faced with complex and evolving drivers of change in higher education worldwide. While design has long been recognised as a routine part of teaching, there has been renewed interest in supporting and understanding the design work that teachers do to foster innovation, particularly in technology-enhanced learning, at institutional scale by influencing teachers' practices. Re-framing teaching as design usefully emphasises the creative problem-solving needed to balance pedagogical, logistical and technical considerations within specific educational contexts, tailored to learners' needs. There is potential for this re-framing …
Identifying The Characteristics Of Support Australian University Teachers Use In Their Design Work: Implications For The Learning Design Field, Shirley Agostinho, Lori Lockyer, Sue Bennett
Identifying The Characteristics Of Support Australian University Teachers Use In Their Design Work: Implications For The Learning Design Field, Shirley Agostinho, Lori Lockyer, Sue Bennett
Faculty of Social Sciences - Papers (Archive)
Quality teaching is a strategic objective for universities; thus, there is an expectation that university teachers design high quality learning experience for their students. The field of learning design has developed over the past 15 years as a way to support teachers in their design work. There has been significant research and development work that has focused on creating support tools to help teachers plan, develop and deliver learning experiences. However, little is known about what supports teachers access and use when they design and overall how teachers undertake their design work. This paper presents the findings from a qualitative …