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.ca
• dc.contributor.author Dimitriadis, Yannisca
• dc.contributor.author Pozzi, Francescaca
• dc.contributor.author Prieto, Luis P.ca
• dc.contributor.author Hernández Leo, Daviniaca
• dc.contributor.author Persico, Donatellaca
• dc.contributor.author Villagrá-Sobrino, Sara L.ca
• dc.date.accessioned 2017-09-27T12:32:17Z
• dc.date.issued 2017
• 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/pdfca
• 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.language.iso eng
• dc.publisher Elsevierca
• dc.relation.ispartof Computers & Education. 2017; 114:92-116.
• 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.rights © Elsevier http://dx.doi.org/10.1016/j.compedu.2017.06.011
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• 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.title Towards teaching as design: exploring the interplay between full-lifecycle learning design tooling and teacher professional developmentca
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/acceptedVersion