Skip to main content
placeholder image

Towards sustainable technology-enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice

Journal Article


Download full-text (Open Access)

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.

Publication Date


  • 2018

Citation


  • Bennett, S., Lockyer, L. & Agostinho, S. (2018). Towards sustainable technology-enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice. British Journal of Educational Technology, Online first 1-13.

Ro Full-text Url


  • https://ro.uow.edu.au/context/sspapers/article/4959/type/native/viewcontent

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/3950

Number Of Pages


  • 12

Start Page


  • 1

End Page


  • 13

Volume


  • Online first

Place Of Publication


  • United Kingdom

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.

Publication Date


  • 2018

Citation


  • Bennett, S., Lockyer, L. & Agostinho, S. (2018). Towards sustainable technology-enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice. British Journal of Educational Technology, Online first 1-13.

Ro Full-text Url


  • https://ro.uow.edu.au/context/sspapers/article/4959/type/native/viewcontent

Ro Metadata Url


  • http://ro.uow.edu.au/sspapers/3950

Number Of Pages


  • 12

Start Page


  • 1

End Page


  • 13

Volume


  • Online first

Place Of Publication


  • United Kingdom