Teachers' design work extends before, while, and after a unit is taught¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Design work spans before, while, and after teaching a unit, highlighting the dynamic nature of design and the importance of teacher reflection. → Hrastinski 2021

Evidence¶

Hrastinski 2021¶

Hrastinski, S. (2021). Informing designs for learning when shifting to digital. Education Tech Research Dev, 69, 285–288. https://doi.org/10.1007/s11423-020-09894-y

q2 · i? · theoretical · r2

The response reports Bennett et al.'s conceptualization that "teachers' design practices being extended before, while, and after a unit is taught", based on interviews with 30 teachers from 16 Australian universities.

"An important contribution of the article by Bennett et al. (2017) is the conceptualization of teachers' design practices being extended before, while, and after a unit is taught, highlighting the dynamic nature of design and the importance of teacher reflection."

Discussion¶

Related Claims¶

• Participants reported that AdaPT reduced perceived preparation workload and aligned with their natural lesson adaptation workflows — related
• The reported teacher design process is not specifically for online learning design, but may inform best practices for supporting faculty's online learning design — related
• A qualitative study of 30 university teachers reported three design practices that are incremental and iterative — related
• Bennett et al.'s study establishes faculty roles as designers of learning, an essential consideration when institutions seek digital design talent. — related
• Bennett et al.'s qualitative study found university instructors' design process is top-down, breadth-first, iterative, responsive, and reflective — a broader claim this one bears on