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

Author(s):  
Yishay Mor ◽  
Orit Mogilevsky

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

Author(s):  
Luis P. Prieto ◽  
Yannis Dimitriadis ◽  
Brock Craft ◽  
Michael Derntl ◽  
Valérie Émin ◽  
...  

An increasing number of tools are available to support the learning design process at different levels and from different perspectives. However, this variety can make it difficult for researchers and teachers to assess the tool that is best suited to their objectives and contexts as learning designers. Several of the tools are presented elsewhere in this issue. In this article, the aforementioned tools are used as lenses to view the same learning design narrative – an inquiry-based learning lesson on healthy eating aimed at secondary-school students – from different perspectives, in a manner inspired by the plot structure of Kurosawa’s film “Rashomon”. In modelling the lesson on five tools, we uncovered similarities and differences in relation to the challenges posed by modelling a particular learning scenario, the ease of implementation of the computer-interpretable products’ output by the tools and their different target audiences and pedagogical specialities. This comparative analysis thus illustrates some of the current underlying issues and challenges in the field of Learning Design.Keywords: learning design; authoring tools; inquiry learning; personal inquiry(Published: 16 September 2013)Citation: Research in Learning Technology Supplement 2013, 21: 20057 - http://dx.doi.org/10.3402/rlt.v21i0.20057


2021 ◽  
Vol 1 (2) ◽  
pp. 51-71
Author(s):  
Rolf Arnold ◽  
Michael Schön

Referring to the European and especially the German education system, this article first identifies that both forms of governance in educational systems as well as pedagogical professionalization have fallen behind. We present new proposals for a substantive and evidence-based reinterpretation and reshaping of what education is and can be and how educational systems can be changed. In order to address these shortcomings, we follow suggestions of a systemic-constructivist pedagogy, and highlight concrete strategies and starting points of an awareness-based system change in the field of educational system development are pointed out. This attempt to not only rethink education, but also to shape it, is based on a critical analysis of the often stagnant internal educational reforms, and the concepts and routines that characterize these stagnant reforms. We hypothesize that, in order to break free from this stagnation, a continuous self-transforming subjectivity of the responsible actors is necessary. This explanatory framework is extended in this article to the figure of the ”reflexible person” (Arnold, 2019a), whose main characteristic is reflexibility, in the sense of being reflexive as well as flexible. The reflexible person possesses practiced and strengthened competencies for observation and reflection including of the self, as well as reinterpretation and transformation. These competences are substantiated and specified as prerequisites and effective conditions for an awareness-based system change in educational systems. In addition, possible ways of promoting and developing them are pointed out.


Author(s):  
Leslie Verville ◽  
Pierre Côté DC ◽  
Diane Grondin ◽  
Silvano Mior DC ◽  
Robin Kay

Objective To develop an online, interactive educational tool to deliver an evidence-based clinical practice guideline to faculty members at a Canadian chiropractic college. Second, to evaluate the learning, design, and engagement constructs of the tool in a sample of chiropractic faculty members. Methods Using an integrated knowledge translation methodology and the Knowledge to Action Framework, we developed an evidence-based online learning tool. The context of the tool focused on a clinical practice guideline on the management of neck pain. We evaluated the learning, design, and engagement constructs in a sample of faculty members and residents using the Learning Object Evaluation Scale for Students. Participants were also asked to provide suggestions for improvement of the tool. Results Sixteen participants completed the evaluation. Most (68.8%) participants were chiropractors, 75% were male and 56% were between the ages of 25 and 44 years. At least 75% of participants agreed that the learning, design, and engagement constructs of the learning tool were adequate. The open-ended suggestions unveiled 3 pedagogical themes, relating to multimedia, thinking skills, and learner control, within the tool that could benefit from further development. These themes informed recommendations to improve the tool. Conclusion Our online, interactive, module-based learning tool has sound pedagogical properties. Further research is needed to determine if its use is associated with a change in knowledge.


2009 ◽  
Vol 7 (2) ◽  
pp. 267-288
Author(s):  
Katsuhiko Muramoto ◽  
Michael Jemtrud ◽  
Sonali Kumar ◽  
Bimal Balakrishnan ◽  
Danielle Wiley

2021 ◽  
Vol 2 (1) ◽  
pp. 77-89
Author(s):  
Lina Saptaria ◽  
Wawan Herry Setyawan

During the Covid 19 pandemic, entrepreneurship learning activities in universities were carried out boldly. This is a challenge for lecturers to design technology-based entrepreneurship learning that can increase student motivation in entrepreneurship. The purpose of this study was to produce a technopreneurship learning design model for UNISKA Kediri students with a scientific approach. This type of research is a development research using the 4D model consisting of: define, design, develop, and disseminate. The stages of research activities consist of: 1) problem problems, needs analysis and learning analysis; 2) scientific technopreneurship cooperation approach; 3) scientific technopreneurship business plan design; 4) products (prototypes of goods or services), 5) job evaluation. The results showed that the technopreneurship learning design was very feasible to use. From the measurement results of the three expert validators, the measurement results (p) is greater than or equal to 3.93 and less than 4 with the very valid category. The application of technopreneurship learning received a positive response from students and was able to increase the entrepreneurial motivation of UNISKA Kediri students in 2020. The development of technopreneurship learning designs still needs to be carried out through a process of creativity and innovation supported by the use of learning technology in its application. To produce a technopreneurship learning output product that has high selling value, it is necessary to interact with the university and other stakeholders such as: local government, investors, industry, business organizations, and the technopreneur community.


2013 ◽  
pp. 1245-1254
Author(s):  
Susan Vajoczki ◽  
Susan Watt

This case examines the incremental introduction of lecture-capture as a learning technology at a research-intensive university with the goal of addressing issues created by increases in both undergraduate enrolments and disability accommodation needs. This process began with podcasting lectures, leading ultimately to a lecture capture system with closed captioning. At each step, the changes were evaluated in terms of their impact on student learning, acceptability to students and faculty, and application to different disciplines. This evidence-based approach is in keeping with the research culture of the academy and has been helpful in advocating for budgetary support and encouraging faculty participation. As a result of this project, the authors unexpectedly gained substantial knowledge about the complexity of students’ lives, the impact of that complexity on their approach to learning, instructor misperceptions about the impact of this form of learning, the presence of many unreported disabilities, and the many different ways in which students used the system.


Author(s):  
Devi Akella ◽  
Grace Khoury

Resistance to change happens to be a phenomenon in which both the change agents and change recipients are equally responsible for all forms of resistance. Resistance and its various forms are an outcome of the change agents' observations and their interpretations of the conversations, behavior, and reactions of the change recipients. This chapter uses auto-ethnographic reflexive narratives of two change agents involved in the self-assessment process at a college planning to seek US-based business program accreditation to make sense of the change process. The purpose of this chapter is to emphasize the under-reflected role of the change agents and how they influence and affect the behavior of change recipients and thereby contribute towards employee resistance. The chapter also emphasizes the crucial role of reflection and introspection in the sensemaking activities of the change agents in the entire change initiative and thereby adds evidence-based organizational change and development initiatives in an academic setting where research is limited.


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