Informed design of educational technology for teaching and learning? Towards an evidence-informed model of good practice
| dc.contributor.author | Price, Linda | en |
| dc.contributor.author | Kirkwood, Adrian | en |
| dc.date.accessioned | 2018-04-18T11:02:37Z | |
| dc.date.available | 2018-04-18T11:02:37Z | |
| dc.date.issued | 2014-08-11 | |
| dc.identifier.citation | Price L, Kirkwood A (2014) 'Informed design of educational technology for teaching and learning? Towards an evidence-informed model of good practice', Technology, Pedagogy and Education, 23 (3), pp.325-347. | en |
| dc.identifier.issn | 1475-939X | |
| dc.identifier.doi | 10.1080/1475939X.2014.942749 | |
| dc.identifier.uri | http://hdl.handle.net/10547/622603 | |
| dc.description.abstract | The aim of this paper is to model evidence-informed design based on a selective critical analysis of research articles. We draw upon findings from an investigation into practitioners? use of educational technologies to synthesise and model what informs their designs. We found that practitioners? designs were often driven by implicit assumptions about learning. These shaped both the design of interventions and the methods sought to derive evaluations and interpret the findings. We argue that interventions need to be grounded in better and explicit conceptualisations of what constitutes learning in order to have well-informed designs that focus on improving the quality of student learning. | |
| dc.language.iso | en | en |
| dc.publisher | Routledge | en |
| dc.relation.url | https://www.tandfonline.com/doi/abs/10.1080/1475939X.2014.942749 | en |
| dc.rights | Green - can archive pre-print and post-print or publisher's version/PDF | |
| dc.subject | learning technology | en |
| dc.subject | teaching and learning | en |
| dc.title | Informed design of educational technology for teaching and learning? Towards an evidence-informed model of good practice | en |
| dc.type | Article | en |
| dc.contributor.department | Open University | en |
| dc.identifier.journal | Technology, Pedagogy and Education | en |
| dc.date.updated | 2018-04-17T13:56:30Z | |
| dc.description.note | Special Issue: Informed Design of Educational Technologies | |
| html.description.abstract | The aim of this paper is to model evidence-informed design based on a selective critical analysis of research articles. We draw upon findings from an investigation into practitioners? use of educational technologies to synthesise and model what informs their designs. We found that practitioners? designs were often driven by implicit assumptions about learning. These shaped both the design of interventions and the methods sought to derive evaluations and interpret the findings. We argue that interventions need to be grounded in better and explicit conceptualisations of what constitutes learning in order to have well-informed designs that focus on improving the quality of student learning. |