A constructionist learning environment for teachers to model learning designs

TLDR

Digital technologies are widely used in higher education but are often not optimized for effective learning, and teachers lack time and support to innovate, making theory‑informed representations of pedagogy essential for adopting and experimenting with learning designs. The paper argues for a learning design support environment that scaffolds teachers’ engagement with and development of technology‑enhanced learning. The environment is designed using user requirements and pedagogic theory to help teachers adopt, adapt, and experiment with learning designs.

Abstract

Abstract The use of digital technologies is now widespread and increasing, but is not always optimized for effective learning. Teachers in higher education have little time or support to work on innovation and improvement of their teaching, which often means they simply replicate their current practice in a digital medium. This paper makes the case for a learning design support environment to support and scaffold teachers' engagement with and development of technology‐enhanced learning, based on user requirements and on pedagogic theory. To be able to adopt, adapt, and experiment with learning designs, teachers need a theory‐informed way of representing the critical characteristics of good pedagogy as they discover how to optimize learning technologies. This paper explains the design approach of the Learning Design Support Environment project, and how it aims to support teachers in achieving this goal.