University teachers follow a top-down design approach considering learning outcomes, content scope, activities and assessment¶

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? Teachers interviewed followed a top-down approach considering learning outcomes, content scope, activities and assessment before specifying the unit in detail. → 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 summarizes Bennett et al.'s interview study of 30 teachers from 16 Australian universities, reporting that "Teachers followed a top-down approach in which they considered the learning outcomes, scope of content, ideas for activities and assessment strategy".

"Teachers followed a top-down approach in which they considered the learning outcomes, scope of content, ideas for activities and assessment strategy. Then, they specified the unit in detail, verifying against the more general ideas and adjusted if necessary."

Discussion¶

Related Claims¶

• Key officials describe a shift from a punitive top-down accountability approach to a collaborative, improvement-focused model that fostered trust and communication — related
• Two-way, genuine district-teacher communication is associated with more effective TPE implementation — related
• University teachers' design work is generally focused in one of two ways: student-centred or teacher-centred — 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