Towards Sustainable Technology-Enhanced Innovation in Higher Education: Advancing Learning Design by Understanding and Supporting Teacher Design Practice

Autor/inn/en	Bennett, Sue; Lockyer, Lori; Agostinho, Shirley
Titel	Towards Sustainable Technology-Enhanced Innovation in Higher Education: Advancing Learning Design by Understanding and Supporting Teacher Design Practice
Quelle	In: British Journal of Educational Technology, 49 (2018) 6, S.1014-1026 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bennett, Sue) ORCID (Lockyer, Lori)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12683
Schlagwörter	Educational Technology; Technology Uses in Education; Teaching Methods; Instructional Design; Teacher Role; Sustainability; Educational Innovation; Higher Education; College Faculty + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrerrolle; Nachhaltigkeit; Instructional innovation; Bildungsinnovation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät
Abstract	Improving teacher design promises to be a scalable, sustainable approach to building capacity amongst a workforce faced with complex and evolving drivers of change in higher education worldwide. While design has long been recognised as a routine part of teaching, there has been renewed interest in supporting and understanding the design work that teachers do to foster innovation, particularly in technology-enhanced learning, at institutional scale by influencing teachers' practices. Re-framing teaching as design usefully emphasises the creative problem-solving needed to balance pedagogical, logistical and technical considerations within specific educational contexts, tailored to learners' needs. There is potential for this re-framing to build on and advance work in "learning design" and "design for learning" that has generated a wide range of practical supports and tools. In this article, we explore, problematise and conceptualise the notion of "teacher as designer" within the complexity of contemporary higher education through a critical review of existing empirical and conceptual work internationally. We offer insights into the current state of knowledge about teacher design in higher education, highlight gaps and possibilities, offer a new conceptualisation drawing on practice theory and set out propositions to provoke further debate about teacher design as a vehicle for sustainable innovation in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01