Add to ORKGDeciding how best to combine good learning tasks and appropriately supportive technology is becoming increasingly complicated. Teachers in higher education are struggling with rising expectations about graduate capabilities, a diversifying intake, increasing pressure on time and a dizzying proliferation of technology options. One response we are seeing is a strengthening interest in taking a more design-based approach to tackling what many would see as 'wicked problems' (Luckin, 2010; Hoadley, 2010; Goodyear & Retalis, 2010). This symposium provides an opportunity to discuss some of the latest insights from research on teachers' experiences with the tools and methods of educational design (aka 'design for learning').2 page(s
Kali, Y., McKenney, S., & Sagy, O. (2012, 2-6 July). Teachers as designers of technology enhanced le...
The authors introduce the concept of design support tools and situate them in the pedagogic context ...
The active participation of teachers in designing classroom learning experiences contributes to teac...
Deciding how best to combine good learning tasks and appropriately supportive technology is becoming...
While the benefits of teacher involvement in designing technology enhanced learning are acknowledged...
© 2018 British Educational Research Association Improving teacher design promises to be a scalable, ...
Design of (technology-enhanced) learning activities and materials is one fruitful process through wh...
Despite the fact that teaching is largely considered as a design science, teacher education programs...
The need to improve the quality of higher education has fostered an interest in technology tools to ...
Despite the fact that teaching is largely considered as a design science, teacher education programs...
The need to improve the quality of higher education has fostered an interest in technology tools to ...
Design of (technology-enhanced) learning activities and materials is one fruitful process through wh...
Despite the fact that teaching is increasingly referred to as a design science, teacher education pr...
We live in an era defined by a wealth of open and readily available information, and the accelerated...
Kali, Y., McKenney, S., & Sagy, O. (2012, 2-6 July). Teachers as designers of technology enhanced le...
The authors introduce the concept of design support tools and situate them in the pedagogic context ...
The active participation of teachers in designing classroom learning experiences contributes to teac...
Deciding how best to combine good learning tasks and appropriately supportive technology is becoming...
While the benefits of teacher involvement in designing technology enhanced learning are acknowledged...
© 2018 British Educational Research Association Improving teacher design promises to be a scalable, ...
Design of (technology-enhanced) learning activities and materials is one fruitful process through wh...
Despite the fact that teaching is largely considered as a design science, teacher education programs...
The need to improve the quality of higher education has fostered an interest in technology tools to ...
Despite the fact that teaching is largely considered as a design science, teacher education programs...
The need to improve the quality of higher education has fostered an interest in technology tools to ...
Design of (technology-enhanced) learning activities and materials is one fruitful process through wh...
Despite the fact that teaching is increasingly referred to as a design science, teacher education pr...
We live in an era defined by a wealth of open and readily available information, and the accelerated...
Kali, Y., McKenney, S., & Sagy, O. (2012, 2-6 July). Teachers as designers of technology enhanced le...
The authors introduce the concept of design support tools and situate them in the pedagogic context ...
The active participation of teachers in designing classroom learning experiences contributes to teac...