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British Journal of Educational Technology, Vol. 46, Issue 2. Special Issue: Teacher-led Inquiry and Learning Design
No full textThis special issue deals with three areas. Learning design is the practice of devising effective learning experiences aimed at achieving defined educational objectives in a given context. Teacher inquiry is an approach to professional development and capacity building in education in which teachers study their own and their peers' practice. Learning analytics use data about learners and their contexts to understand and optimise learning and the environments in which it takes place. Typically, these three—design, inquiry and analytics—are seen as separate areas of practice and research. In this issue, we show that the three can work together to form a virtuous circle. Within this circle, learning analytics offers a powerful set of tools for teacher inquiry, feeding back into improved learning design. Learning design provides a semantic structure for analytics, whereas teacher inquiry defines meaningful questions to analyse
The Learning Design Studio in a 5-weeks MOOC format
Full text linkThe present paper reports on a Massive Open Online Courses (MOOCs) for teacher professional development that uses the Learning Design Studio methodology as a pedagogical framework. It explains the training activities and supporting technologies used and discusses the findings obtained weekly from the analysis of participants' opinions. MOOCs appear to serve the professional development needs of teachers quite well and the action-based process based on a set of design activities are perceived as a useful by educators
The Learning Design Studio in a 5-weeks MOOC format
Full text linkThe present paper reports on a Massive Open Online Courses (MOOCs) for teacher professional development that uses the Learning Design Studio methodology as a pedagogical framework. It explains the training activities and supporting technologies used and discusses the findings obtained weekly from the analysis of participants' opinions. MOOCs appear to serve the professional development needs of teachers quite well and the action-based process based on a set of design activities are perceived as a useful by educators
Forward Looking: Predictions for the Future of Hybrid Learning Spaces
Full text linkThe chapters of this book provide a broad and deep perspective of the state of Hybrid Learning Spaces (HLS) and the emerging ethical, pedagogical, administrative, architectural and technological issues. Nevertheless – many readers might find themselves wondering what the concrete implications of these insights are, in the short, medium and long term. In an attempt to answer this question, we have conducted a rapid quasi-Delphi study among the authors of the various chapters. This chapter presents our preliminary findings
Introduction
Full text linkRecall your favorite sci-fi books or movies. Most of these are very imaginative when it comes to transportation (hoverboards, teleportation and time traveling DeLorean), weapons and even sexual recreation (see Woody Allan’s Sleeper). However, when it comes to education – almost always students physically congregate in a dedicated space, where they are taught to by a master, even if that master is an alien or AI
Introducing the Collaborative E-Learning Design Method (CoED)
Full text linkIn this chapter, a specific learning design method is introduced and explained, namely the Collaborative E-learning Design method (CoED), which has been developed through various projects in “e-Learning Lab – Centre for User Driven Innovation, Learning and Design” (Nyvang & Georgsen, 2007). We briefly situate this method within the wider area of Learning Design, where after we present the theoretical background of the CoED method. We illustrate the method through discussing its concrete implementation in recent projects and discuss its capacities and challenges in relation to other methods within the area of learning design. Finally, we discuss some challenges related to the CoED-method and the field of learning design in general
Toward Relevant and Usable Tel Research
Full text linkInternationally, society is increasingly demanding that the relevance and practical applicability of research be made transparent. Despite intentions to the contrary, insights on pedagogically appropriate uses of educational technology for representative teachers in everyday school settings are severely limited. Moreover, there is a problematic gap between what could be effective TEL in theory, and what can be effective TEL in practice. This chapter calls for designers/researchers of TEL to devote attention to not only fine-grained issues of pupil learning and instruction, but also to broader factors that determine if and how innovations are understood, adopted and used by teachers and schools. Methodological considerations are given for designing and studying interventions that are prone to implementation by being: value-added, clear, harmonious and tolerant
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