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Towards teaching as design: exploring the interplay between full-lifecycle learning design tooling and teacher professional development

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dc.contributor.author Asensio-Pérez, Juan I.
dc.contributor.author Dimitriadis, Yannis
dc.contributor.author Pozzi, Francesca
dc.contributor.author Prieto, Luis P.
dc.contributor.author Hernández Leo, Davinia
dc.contributor.author Persico, Donatella
dc.contributor.author Villagrá-Sobrino, Sara L.
dc.date.accessioned 2017-09-27T12:32:17Z
dc.date.issued 2017
dc.identifier.citation Asensio-Pérez JI, Dimitriadis Y, Pozzi F, Hernández-Leo D, Prieto LP, Persico D, Villagrá-Sobrino SL. Towards teaching as design: exploring the interplay between full-lifecycle learning design tooling and teacher professional development. Computers & Education. 2017; 114:92-116. DOI: 10.1016/j.compedu.2017.06.011
dc.identifier.issn 0360-1315
dc.identifier.uri http://hdl.handle.net/10230/32820
dc.description.abstract Recent research suggests that training teachers as learning designers helps promote technologyenhanced educational innovations. However, little attention has been paid so far to the interplay between the effectiveness of Teacher Professional Development (TPD) instructional models promoting the role of teachers as designers and the capabilities (and pitfalls) of the heterogeneous landscape of available Learning Design (LD) tooling employed to support such TPD. This paper describes a mixed method study that explores the use of a novel Integrated Learning Design Environment (ILDE) for supporting a TPD program on Information and Communication Technologies (ICT) and Collaborative Learning (CL). 36 Adult Education (AE) and Higher Education (HE) in-service teachers, with little experience on both CL and ICT integration, participated in a study encompassing training workshops and follow-up fulllifecycle learning design processes (from initial conceptualization to implementation with a total of 176 students). The findings from our interpretive study showcase the benefits (and required effort) derived from the use of an integrated platform that guides teachers along the main phases of the learning design process, and that automates certain technological setup tasks needed for the classroom enactment. The study also highlights the need for adaptation of the TPD instructional model to the learning curve associated to the LD tooling, and explores its impact on the attitude of teachers towards future adoption of LD practices.
dc.description.sponsorship This research has been partially supported by the European Union (project 531262-LLP-2012-ES-KA3-KA3MP), by the Spanish Ministry of Economy and Competitiveness (projects TIN2011-28308-C03-02, TIN2014-53199-C3-2-R, TIN2014-53199-C3-3-R, MDM-2015-0502), the Regional Government of Castilla y León (projects VA277U14 and VA082U16) and RecerCaixa.
dc.format.mimetype application/pdf
dc.language.iso eng
dc.publisher Elsevier
dc.relation.ispartof Computers & Education. 2017; 114:92-116. DOI: 10.1016/j.compedu.2017.06.011
dc.rights © Elsevier http://dx.doi.org/10.1016/j.compedu.2017.06.011
dc.title Towards teaching as design: exploring the interplay between full-lifecycle learning design tooling and teacher professional development
dc.type info:eu-repo/semantics/article
dc.subject.keyword Authoring tools and methods
dc.subject.keyword Distributed learning environments
dc.subject.keyword Improving classroom teaching
dc.subject.keyword Teaching/learning strategies
dc.relation.projectID info:eu-repo/grantAgreement/ES/3PN/TIN2011-28308-C03-02
dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/TIN2014-53199-C3-2-R
dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/TIN2014-53199-C3-3-R
dc.relation.projectID info:eu-repo/grantAgreement/ES/1PE/MDM-2015-0502
dc.rights.accessRights info:eu-repo/semantics/embargoedAccess
dc.type.version info:eu-repo/semantics/acceptedVersion
dc.embargo.liftdate 2020-11-01
dc.date.embargoEnd info:eu-repo/date/embargoEnd/2020-11-01

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