Understanding university teachers' approaches to design

Anı Yayıncılık, 2021

Avrupa Birliği ve Ulusal Ajans tarafından finanse edilen Progression and Pedagogy of Design: Contextualizing Design based Pedagogy in Teacher Education Programs adlı ERASMUS+ projesinin bir çıktısı olan kitabın, ticari olmamak ve kaynak göstermek kaydıyla, hiçbir izne gerek duyulmadan tamamı veya belli bölümü eğitim amaçlı kullanılmak üzere mekanik, elektronik, fotokopi veya başka yöntemlerle çoğaltılabilir, dağıtılabilir veya basılabilir.

IDEAS Conference Proceedings, 2017

Design the Shift (DTS) is an iterative professional learning series for educators, immersing them as learners with an emphasis on design thinking mindsets. Using DTS as the context, we juxtapose field notes, observations, participant data, and reflection with the Teaching Effectiveness Framework (Friesen, 2009) to understand the impact of design thinking on teacher practice. Implications point towards the complexities in defining our methodology as uniquely design thinking; rather it is a responsive combination of design thinking rooted in creativity and the personalization of learning. Framework; professional learning; teacher as designer As learning specialists with the Calgary Board of Education (CBE), we noticed a growing trend in requests for professional learning from teachers about design thinking and how it fits in a classroom or school ecosystem. While curious, teachers were often unable to articulate the connection of design thinking to curricular outcomes, revealing that system professional learning was needed to make theoretical connections to the work of teaching and learning. In our work supporting innovative practice, and in an effort to respond to this gap, our team began a critical, systematic reflection exploring the human-centred component of the design process. The result was a responsive professional learning series connecting design thinking to the Teaching Effectiveness

Interaction Design and Architecture(s), 2021

Research on how teachers design to support learning and how teachers use different learning designs is still in its infancy. The explorative study reported here aims to approach an understanding of how teachers design learning activities by analysing upper secondary teachers’ design work while using pedagogical patterns. Ten teachers working in pairs of two were invited to design and document learning activities based on pedagogical patterns. The findings reveal that (1) pedagogical patterns inspire teachers to embark on a design process that aligns with their own context, and (2) teachers’ design processes share common general design characteristics and are, among other things, different, dynamic, unpredictable, and unsystematic. It is concluded that knowledge about teachers’ design processes and the use of learning designs may inform researchers on how to develop design-supporting tools and resources.

Computers & Education, 2015

The need to improve the quality of higher education has fostered an interest in technology tools to support effective design for teaching and learning. Over the past decade this interest has led to the development of tools to support the creation of online learning experiences, specifications to underpin design systems, and repositories to share examples. Despite this significant activity, there remain unanswered questions about what shapes university teachers' design decisions and how tools can best support their design processes. This paper presents findings from a study of university teachers'; design practices that identified teachers' perceptions of student characteristics, their own beliefs and experiences, and contextual factors as key influences on design decisions. The findings extend our understanding of activities fundamental to higher education teaching and inform thinking about design support tools.

Universities are increasingly implementing design into their education programmes across the humanities, social science, natural sciences and business schools. Through design, it can therefore be argued that academic education is becoming increasingly interdisciplinary, implementing design along with the given academic discipline's traditional curriculum. With design moving into other disciplines and schools of thought, the question arises as to what types of knowledge contribution can be identified and how can the established schools of thought comprehend a new type of knowledge contribution. In this paper, we will discuss an epistemological dilemma that occurred when implementing design into established humanistic education at Aalborg University, which is a problems-based learning (PBL) university. From our empirical observations, having implemented design into the humanistic curriculum, a series of educational dilemmas arose. We therefore pose, and later discuss, the following question: Can interdisciplinary universities with any fair claim expect their students to both create a constructive design contribution as well as a 'classic' academic contribution – or should the constructive design itself be acknowledged as a knowledge contribution?

Handbook of Research on Educational Communications and Technology, 2013

Curricula, assessments and teacher professional development programmes wield a powerful influence on teaching and learning enactment. Together with the interpretation of those using them, these products mediate the flow of ideas from research to practice. In most countries, those curricula, assessments and professional development programmes that become widely used are created by educational designers. Given their crucial function, it is surprising that the role of educational designers is rarely recognised in the educational research literature, studied empirically or supported in practice. This article argues that educational research stands to (better) support practice at scale when it is attuned to the needs of educational designers. First, mechanisms for knowledge production and use are discussed, including the linkage role played by educational designers in the educational infrastructure of most countries. Then, the importance of understanding and bolstering the linkage between research findings and the work of designers is discussed. Arguments are given for research to better support those who design for scale, along with sample research questions posed by educational designers. In these, a distinction is made between the knowledge designers crave to shape their products (curricula, assessments, teacher professional development) and the knowledge they need to shape the processes through which those products come to fruition. This article closes with a call for educational researchers to explicitly focus their knowledge creation and dissemination efforts towards research consumers with the largest direct effects on teaching and learning: educational designers.

2019

Presented is a concept that forms the basis of a larger research project which aims to understand the university lecturers design practices to foster creativity. The research findings of author’s PhD dissertation show that the university teachers’ design practice can be improved by paying more careful attention to explanation of the rationale for each designed task. When the communicative function of a task design is given proper emphasis – acknowledging the need for students to make designed tasks meaningful – then better outcomes become more likely.

Acta Graphica, 2017

Design in Education is the object of in-depth study and it has opened many doors for action by the designer, reaffirming the interdisciplinary vocation of this area of knowledge. This study intends to present Design as a field that can contribute effectively towards the creation of educational artifacts and cultural inventions, important aspects in human's cognitive development. This topic is one of the main objects of study at the Interdisciplinary Laboratory for Design/Education - lide, in operation since 1997, within the scope of the Graduate Studies Program in Design at Pontifical Catholic University of Rio de Janeiro, Brazil, This paper refers to the study, research and theoretical line of research Design in Teaching and Learning Situations through an interdisciplinary dialogue between Design and Education. Through methods and techniques of Design it was sought to identify how this area of knowledge can participate in the processes of teaching and learning at the setting of...

Expertise in Design: …, 2003

1997

The issue of educational design was central in a study conducted at the University of Twente (The Netherlands). The goal was to describe the strategies that well-known designers in various education and training practices use. Twenty-three designers from different educational sectors (textbooks, curricula, educational media, etc.) were interviewed, and relevant project documents from their projects were reviewed. Interview findings were reviewed in light of four major movements in contemporary thinking and their underlying rationales: modernism, pragmatism, critical theory, and postmodernism. Main models of educational design can be related to these movements. In the philosophy of modernism, the planning-by-objectives model of instructional design uses logical reasoning and systematic approaches in an instrumental, or end-means, approach. The prototyping model, related to pragmatism, is useful when the goals of the design process are not clear. The deliberative model of educational design, related to critical theory, emphasizes the function of communication. The final model, the artistic model of educational design, is related to postmodernism and considers those who make decisions about instructional design as artists representing views of reality. Fragments from the interviews are used to illustrate these perspectives, although none of the designers represented the artistic rational. (Contains 2 tables and 21 references.) (SLD)