Rethinking Learning Design: Reconceptualizing the Role of the Learning Designer in Pre-Service Teacher Preparation through a Design-led Approach

Abstract

Acquisition of twenty-first-century skills is widely regarded as a determinant of future success. Design-thinking approaches are considered effective in acquiring these skills; however, there has been limited research into the usage of design thinking as a pedagogical approach to assist pre-service teachers (PSTs) in student-centered curriculum design and delivery. Research is also limited regarding the role of the learning designer as an external facilitator, contributing to the development of PSTs as design thinkers and the transformation of classroom practices. A comprehensive literature review reveals learning design remains misunderstood, misaligned with the practices of instructional design, and confused by the exponential growth of educational technologies. This study combines research on learning design, teacher self-efficacy, and design-led educational innovation to formulate the Learning DESIGN Model, a conceptual model of how learning designers can assist in the preparation of PSTs to improve students' acquisition of twenty-first-century skills. The model facilitates the development of design-thinking processes, skills, and mindsets in PSTs to improve their self-efficacy and enable more student-centered approaches toward curriculum design and classroom practice. It is anticipated this will transform PST education, improve student engagement, and encourage in-service teachers to engaging in design thinking as an educational framework.