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The process of designing for learning: understanding university teachers’ design work

Journal Article


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Abstract


  • Interest in how to support the design work of university teachers has led to research and development initiatives that include technology-based design-support tools, online repositories, and technical specifications. Despite these initiatives, remarkably little is known about the design work that university teachers actually do. This paper presents findings from a qualitative study that investigated the design processes of 30 teachers from 16 Australian universities. The results show design as a top-down iterative process, beginning with a broad framework to which detail is added through cycles of elaboration. Design extends over the period before, while, and after a unit is taught, demonstrating the dynamic nature of design and highlighting the importance of reflection in teachers’ design practice. We present a descriptive model of the design process, which we relate to conceptualizations of higher education teaching and learning, and compare with the characteristics of general design and instructional design. We also suggest directions for future research and development.

Publication Date


  • 2017

Citation


  • Bennett, S., Agostinho, S. & Lockyer, L. (2017). The process of designing for learning: understanding university teachers’ design work. Educational Technology Research and Development, 65 (1), 125-145.

Scopus Eid


  • 2-s2.0-84979295347

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3577&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2576

Has Global Citation Frequency


Number Of Pages


  • 20

Start Page


  • 125

End Page


  • 145

Volume


  • 65

Issue


  • 1

Place Of Publication


  • United States

Abstract


  • Interest in how to support the design work of university teachers has led to research and development initiatives that include technology-based design-support tools, online repositories, and technical specifications. Despite these initiatives, remarkably little is known about the design work that university teachers actually do. This paper presents findings from a qualitative study that investigated the design processes of 30 teachers from 16 Australian universities. The results show design as a top-down iterative process, beginning with a broad framework to which detail is added through cycles of elaboration. Design extends over the period before, while, and after a unit is taught, demonstrating the dynamic nature of design and highlighting the importance of reflection in teachers’ design practice. We present a descriptive model of the design process, which we relate to conceptualizations of higher education teaching and learning, and compare with the characteristics of general design and instructional design. We also suggest directions for future research and development.

Publication Date


  • 2017

Citation


  • Bennett, S., Agostinho, S. & Lockyer, L. (2017). The process of designing for learning: understanding university teachers’ design work. Educational Technology Research and Development, 65 (1), 125-145.

Scopus Eid


  • 2-s2.0-84979295347

Ro Full-text Url


  • http://ro.uow.edu.au/cgi/viewcontent.cgi?article=3577&context=sspapers

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/2576

Has Global Citation Frequency


Number Of Pages


  • 20

Start Page


  • 125

End Page


  • 145

Volume


  • 65

Issue


  • 1

Place Of Publication


  • United States