Technology tools to support learning design: Implications derived from an investigation of university teachers' design practices

Bennett, S; Agostinho, S; Lockyer, L

Technology tools to support learning design: Implications derived from an investigation of university teachers' design practices

Bennett, S Agostinho, S Lockyer, L

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Publication Type:: Journal Article
Citation:: Computers and Education, 2015, 81 pp. 211 - 220
Issue Date:: 2015-01-01

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Field	Value	Language
dc.contributor.author	Bennett, S	en_US
dc.contributor.author	Agostinho, S	en_US
dc.contributor.author	Lockyer, L https://orcid.org/0000-0003-1517-2342	en_US
dc.date.issued	2015-01-01	en_US
dc.identifier.citation	Computers and Education, 2015, 81 pp. 211 - 220	en_US
dc.identifier.issn	0360-1315	en_US
dc.identifier.uri	http://hdl.handle.net/10453/119241
dc.description.abstract	Crown Copyright © 2014 Published by Elsevier Ltd. All rights reserved. The need to improve the quality of higher education has fostered an interest in technology tools to support effective design for teaching and learning. Over the past decade this interest has led to the development of tools to support the creation of online learning experiences, specifications to underpin design systems, and repositories to share examples. Despite this significant activity, there remain unanswered questions about what shapes university teachers' design decisions and how tools can best support their design processes. This paper presents findings from a study of university teachers' design practices that identified teachers' perceptions of student characteristics, their own beliefs and experiences, and contextual factors as key influences on design decisions. The findings extend our understanding of activities fundamental to higher education teaching and inform thinking about design support tools.	en_US
dc.relation.ispartof	Computers and Education	en_US
dc.relation.isbasedon	10.1016/j.compedu.2014.10.016	en_US
dc.subject.classification	Education	en_US
dc.title	Technology tools to support learning design: Implications derived from an investigation of university teachers' design practices	en_US
dc.type	Journal Article
utslib.citation.volume	81	en_US
utslib.for	1303 Specialist Studies in Education	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Research)
pubs.organisational-group	/University of Technology Sydney/DVC (Research)/Graduate Research School
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US
pubs.volume	81	en_US

Abstract:

Crown Copyright © 2014 Published by Elsevier Ltd. All rights reserved. The need to improve the quality of higher education has fostered an interest in technology tools to support effective design for teaching and learning. Over the past decade this interest has led to the development of tools to support the creation of online learning experiences, specifications to underpin design systems, and repositories to share examples. Despite this significant activity, there remain unanswered questions about what shapes university teachers' design decisions and how tools can best support their design processes. This paper presents findings from a study of university teachers' design practices that identified teachers' perceptions of student characteristics, their own beliefs and experiences, and contextual factors as key influences on design decisions. The findings extend our understanding of activities fundamental to higher education teaching and inform thinking about design support tools.

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http://hdl.handle.net/10453/119241