Abstract
If research and development in the field of learning design is to have a serious and sustained impact on education, then technological innovation needs to be accompanied - and probably guided - by good empirical studies of the design practices and design thinking of those who develop these innovations. This article synthesises two related lines of research into teachers' design thinking. We draw attention to the importance of context in working on the solution of design problems and introduce the idea that some pedagogical knowledge can best be understood as 'knowledge in pieces', rather than as a coherent system of pedagogical beliefs.
| Original language | English |
|---|---|
| Pages (from-to) | 129-149 |
| Number of pages | 21 |
| Journal | Learning, Media and Technology |
| Volume | 36 |
| Issue number | 2 |
| DOIs | |
| State | Published - Jun 2011 |
Bibliographical note
Funding Information:This is an extended version of an article (‘Learning Design, Design Contexts and Pedagogical Knowledge-in-Pieces’) that we presented at the Future of Learning Design Conference, University of Wollongong, Australia, December 2009. We would like to thank the conference organisers, participants and reviewers for feedback and encouragement. Lina Markauskaite and Peter Goodyear would like to thank ‘Sophie’ for giving so much of her time to sharing insights into her design thinking. They would also like to acknowledge the financial support of the Australian Research Council, through grants LP0562146 and DP0988307, and the Australian Learning and Teaching Council. Yael Kali would like to acknowledge the National Science Foundation, which supported her work through grant ESI-0334199.
Keywords
- Design cognition
- Design knowledge
- Design practices
- Intuitive pedagogy
- Knowledge-in-pieces
- Learning design
- Personal epistemology
- Teachers' knowledge
ASJC Scopus subject areas
- Education
- Media Technology