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Context is what we take for granted: addressing context in design-centric teacher training

Mor, Yishay (2011). Context is what we take for granted: addressing context in design-centric teacher training. In: “Context and Technology Enhanced Learning (ConTEL): Theory, methodology and design” workshop, EC-TEL 2011, 21/9/2011, Palermo.

URL: http://www.telearn.org/warehouse/Mor-ConTEL-2011_(...
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Abstract

This paper discusses two recent graduate courses in educational technology, and contrasts them with previous work in the context of Participatory Pattern Workshops (Mor, Winters, and Warburton, 2010). Both courses were based on a design studio model, where students worked in teams and were asked to identify an educational challenge and address it using an appropriate technology. The paper considers the importance of developing an awareness of context for the training of educational designers, and presents a particular tool, called force-mapping, used for this purpose. It contrasts the success of this tool in one setting with the relative difficulties it encountered in the other, and suggests some possible explanations for this discrepancy.

Item Type: Conference or Workshop Item
Copyright Holders: 2011 Yishay Mor
Keywords: context; design knowledge; design narratives; force mapping; knowledge representations; learning by design; learning design; representation; teacher education
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Related URLs:
Item ID: 29568
Depositing User: Yishay Mor
Date Deposited: 26 Jan 2012 12:01
Last Modified: 02 May 2018 13:31
URI: http://oro.open.ac.uk/id/eprint/29568
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