Discussions about teaching as design

Notes from a group discussion between Maria Bannert, ChanMin Kim, Grainne Conole, Murray Saunders and Sue Bennett

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Sue Bennett
9 December 2008

Discussion about current key issues in advancing the idea of teaching as design

09 December 2008 Participants: Maria Bannert, ChanMin Kim, Grainne Conole, Murray Saunders and Sue Bennett

 

1. What is important in the social context of design?

- understanding teachers and their practices

- knowledge sharing (what is valued, informal observations vs empirical evidence)

- influence of teacher expertise and epistemological beliefs

- what role does motivation and (self)regulation play in teachers' design (could be informed by learner research into supports for novices)

- factors in understanding/encouraging the take up of new ideas, changing rigid schemas, changing teachers' roles

- mental models of teaching as design: does it motivate? self monitoring and monitoring others

- reflection on practice: what form would it take? It would be an additional task, so would need to work out how it wouldn’t be an extra thing (what we understand from student reflection)

- what role might systemic levers play?

- issues of openness and transparency = motivation, ethics (eg. involving student-teachers or early career academics), where are the boundaries, how private/public for individuals, what’s appropriate practice in sharing

 

2. Effectiveness of representations

- integration of genericism and uni-disciplinary perspective

- investigating why ‘the devil’s in the detail’ who it worked, why it worked and what didn’t work

- representations of knowledge – does it obscure or make clear; what is represented and what is not; dynamic/dialogic; informal vs formalised (what’s OK)

 

3. How could we use ideas from participatory design methodology?

- means of bringing together teachers + designers + technical + learners

- also as a possible means to bring the research and development community together

 

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