Ontwerpkennis van leerkrachten voor ICT-rijk leren

Tijdens de conferentie Leren en doceren met technologie heb ik een workshop van Susan McKenney over 'Ontwerpkennis van leerkrachten voor ICT-rijk leren' gevolgd. Info en bronnen via uitgereikt materiaal tijdens de sessie en via de OU-portal.

Door tal van redenen werken docenten vaak om ICT-rijke leermiddelen en activiteiten te ontwerpen, herontwerpen of bijstellen - maar ondersteuning en toerusting hiervoor krijgen ze zelden. De perspectieven vanuit verschillende disciplines: klassiek ontwerpprofessies (architecten, kunstenaars, ingenieurs); onderwijskundige ontwerpers; en het ontwerpen van ICT-rijk leren door leerkrachten zijn bij elkaar gebracht in onderstaand praktisch raamwerk van Susan McKenney. Dit raamwerk kan gebruikt worden door zowel onderzoekers (om ontwerpkennis van leerkrachten te bestuderen en/of te volgen), als ontwikkelaars en ondersteuners (om te indentificeren welke gebieden aangemoedigd en/of ondersteund zouden moeten worden in professionaliseringsprogramma).

Klik hier voor PDF

via Teachers as Designers of Technology-Enhanced Learning

In het uitgereikt materiaal was het raamwerk nog uitgebreid met KNOW-WHO

Know-who (awareness for consulting relevant expertise)

Who should teachers consult with when they seek guidance on design processes and/or outputs in certain contexts?

Who might enrich and inspire teacher awareness or educational connoisseurship?

Who do teachers consult during different stages of design work and for which main purposes?

Powerful design heuristics
Knowledge of powerful design heuristics can increase the efficiency and effectiveness of design work. The primary emphasis in the strand is on models and frameworks that guide design. Thiese offer:
- descriptions of design thinking approaches
- design process guidance
- criteria for well-designed products
- teacher instructional planning tools

Designer consciousness and experience in the environment
A designer'own consciousness and experience in the environment is necessary for developing intuition, habits of mind and routines that can serve future work. The primary emphasis in this strand is on designers'reflections on and responses to the environment, and their related experiences. Understanding these help designers develop:
- improvisation
- design schemas
- educational connoisseurship
- teacher intuition, awareness and experience

Realistic understanding of design practice
A realistic understanding of design practice helps anticipate and accommodate what is likely to happen when teachers design technology enhanced learning. The primary emphasis in this strand is on what designers actually do, how they do it and what they do it. This concerns:
- designer expertise
- design cognition
- novice-expert difference
- teacher TPACK and its influence on pedagogical design capacity
- teacher practical concerns while designing

Meer informatie via EducationalDesignResearch.org

Zie ook haar boek Conducting Educational Design Research waar zij een prijs voor heeft gewonnen.

Bronnen:

Brown, T., & Wyatt, J. (2010). Design thinking for social innovation. Stanford Social Innovation Review, 8(1), 30-35.

Cross, N. (2001). Chapter 5 - Design Cognition: Results from Protocol and other Empirical Studies of Design Activity. In C. M. Eastman, W. M. McCracken & W. C. Newstetter (Eds.), Design Knowing and Learning: Cognition in Design Education (pp. 79-103). Oxford: Elsevier Science.

Donald, C., Blake, A., Girault, I., Datt, A., Ramsay, E. (2009). Approaches to learning design: past the head and the hands to the HEART of the matter. Distance Education

Eisner, E. W. (1976). Educational connoisseurship and criticism: Their form and functions in educational evaluation. Journal of Aesthetic Education, 135-150.

Harris, J. B., & Hofer, M. J. (2009). Instructional planning activity types as vehicles for curriculum based TPACK development. In Maddux, C. D. (Ed), Research highlights in technology and teacher education 2009(pp. 99–108). Chesapeake, VA: AACE.

Kirschner, P., Carr, C., van Merriënboer, J., & Sloep, P. (2002). How Expert Designers Design. Performance Improvement Quarterly, 15(4), 86-104.

Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge.Journal of educational computing research,(2), 131-152.

Koehler, M., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology.Computers & Education, 49(3), 740–762. doi:10.1016/j.compedu.2005.11.012

Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass: San Francisco.

Van Merriënboer, J. J., & Kirschner, P. A. (2012). Ten steps to complex learning: A systematic approach to four-component instructional design. Routledge.