Bennett and colleagues' findings suggest designing for efficiency, broad consideration of specific details, and iterative design-and-refining processes in university teachers' design work¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The reviewed study's findings point to efficiency, attention to specific details, and design-and-refining processes as features of university teachers' learning design work. → Engerman 2021

Evidence¶

Engerman 2021¶

Engerman, J.A., Otto, R.F. (2021). The shift to digital: designing for learning from a culturally relevant interactive media perspective. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09889-9

q2 · i? · review · r1

The review reports, attributing to Bennett et al. (2017), that the findings "suggested designing for efficiency, broad considerations to specific details, and design and refining processes". The review narrates the reviewed study's results without reproducing its data.

"In application, the findings of Bennett and her colleagues work, suggested designing for efficiency, broad considerations to specific details, and design and refining processes."

Discussion¶

Related Claims¶

• A qualitative study of 30 university teachers reported three design practices that are incremental and iterative — possibly the same claim (merge candidate)
• Bennett et al.'s qualitative study found university instructors' design process is top-down, breadth-first, iterative, responsive, and reflective — related
• Bennett et al.'s research has limited detail about faculty design skills and emphasizes how faculty design resembles others' design approaches. — related