Learning Design Studio: Educational Practice as Design Inquiry of Learning

2013 ◽  
pp. 233-245 ◽  
Author(s):  
Yishay Mor ◽  
Orit Mogilevsky
Keyword(s):  
Educational Practice ◽  
Design Studio ◽  
Learning Design

Enabling Scholarship of Teaching and Learning Activities Across a Curriculum Design Framework

2020 ◽  
pp. 347-364
Author(s):  
Deanna Meth ◽  
Holly R. Russell ◽  
Rachel Fitzgerald ◽  
Henk Huijser
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Evidence Base ◽  
Learning Activities ◽  
Design Studio ◽  
Learning Design ◽  
Scholarship Of Teaching ◽  
Wide Range ◽  
Curriculum Framework

This chapter outlines the multiple ways in which Scholarship of Teaching and Learning (SoTL) activities might be activated and/or realized through the processes of curriculum and learning design of a degree program. Key dual enablers for these activities are an underpinning curriculum framework, bringing a series of defined developmental steps each underpinned by SoTL, and the Curriculum Design Studio construct as a vehicle for collaborative ways of working between staff, including academics and curriculum designers and students. Drawing on evidence from the practices of four curriculum designers, examples are presented across a wide range of disciplinary areas. In many instances, SoTL not only brings an evidence base to the work, but also the potential for research outputs, thus becoming a useful lever for academic staff to engage in ongoing curriculum design discussions and evidence-informed practice. Such activities serve to mitigate against acknowledged challenges faced by academics such as lack of adequate time for such activities and the pressure to produce research outputs.

scholarly journals The learning design studio: collaborative design inquiry as teachers’ professional development

2013 ◽  
Vol 21 ◽  
Author(s):  
Yishay Mor ◽  
Orit Mogilevsky
Keyword(s):  
Collaborative Design ◽  
Inquiry Learning ◽  
Change Agents ◽  
Design Studio ◽  
Educational Systems ◽  
Evidence Based ◽  
Learning Technology ◽  
Learning Design ◽  
Extensive Body ◽  
Teachers Professional Development

The learning design studio is a collaborative, blended, project-based framework for training teachers in effective and evidence-based use of educational technology. Arguably, teachers are the primary change agents in any educational system. Several decades of research have produced an extensive body of scientific knowledge of effective ways to use technology to support learning. Yet, if we want to mainstream this knowledge and use it to improve educational systems, we need to make this knowledge available to educational practitioners. The dominant model of teacher education assumes that teachers should be provided with a solid theoretical curriculum, which they will then apply in their practice. This article argues for an alternative – the design-inquiry model and presents the learning design studio as a manifestation of this model.Keywords: learning design; teacher training; learning design studio; design inquiry; inquiry learning(Published: 6 September 2013)Citation: Research in Learning Technology 2013, 21: 22054 - http://dx.doi.org/10.3402/rlt.v21i0.22054

Reconsidering the Design of a Learning Design Studio

2015 ◽  
pp. 63-76 ◽  
Author(s):  
Simon Hooper ◽  
Michael M. Rook ◽  
Koun Choi
Keyword(s):  
Design Studio ◽  
Learning Design

scholarly journals Evolutions of Carpe Diem for learning design

2018 ◽  
Vol 11 (1) ◽  
Author(s):  
Julie Usher ◽  
Sheila MacNeill ◽  
Linda Creanor
Keyword(s):  
Design Process ◽  
Educational Practice ◽  
Comparative Case Study ◽  
Learning Design ◽  
Original Process ◽  
Challenges And Opportunities ◽  
Open Educational Practice ◽  
The University ◽  
Carpe Diem

This paper presents a comparative case study from two UK universities that contextualises their use of the Carpe Diem Learning Design methodology.  The aim of the case study is not to share an evaluation of the Carpe Diem process per se, as both institutions are confident in the validity of the design process it scaffolds. Rather, it explores the different contexts, institutional drivers and evolutions of the original process in both institutions: supporting the development of online programmes at Glasgow Caledonian University, and blended programmes through the CAIeRO framework (Creating Aligned Interactive educational Resource Opportunities) at the University of Northampton. It then shares common challenges and opportunities; in particular the use of Carpe Diem to support open educational practice. The aim is to contribute to an ongoing collaborative narrative around the processes involved in implementing and embedding a formal learning design process such as Carpe Diem.

scholarly journals Re-learning Design: Pedagogical Experiments with STS in Design Studio Courses

2018 ◽  
pp. 14-29
Author(s):  
Ignacio Farías ◽  
◽  
Tomás Sánchez Criado
Keyword(s):  
Design Studio ◽  
Learning Design

A Framework for Developing Pre-Service Teachers’ Web 2.0 Learning Design Capabilities

2012 ◽  
pp. 58-76 ◽  
Author(s):  
Matt Bower
Keyword(s):  
Web 2.0 ◽  
Student Learning ◽  
Educational Practice ◽  
Learning Technologies ◽  
Learning Technology ◽  
Learning Design ◽  
Design Framework ◽  
Effective Learning ◽  
The Relationship ◽  
The Web

This chapter presents and evaluates a Web 2.0 Learning Design Framework that can be used to develop pre-service teachers’ learning design capabilities. The framework integrates the TPACK model of educational practice, Anderson and Krathwohl’s Taxonomy of learning, teaching and assessing, and different types of constructive and negotiated pedagogies, with a range of contemporary Web 2.0 based learning technologies. Pre-service teachers in a second year learning technology subject felt that the framework helped them to better understand the relationship between technology, pedagogy, and content, as well as create more effective learning designs for their students. Examples of student learning designs are used to illustrate the way that pre-service teachers applied the framework. Students’ reflective responses to the framework are also used to explain how the Web 2.0 Learning Design Framework can be more effectively used to develop pre-service teachers’ Web 2.0 learning design capabilities.

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