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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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 r epresentations
- 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