Price, Linda and Kirkwood, Adrian
(2014).
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| DOI (Digital Object Identifier) Link: | https://doi.org/10.1080/1475939X.2014.942749 |
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| Google Scholar: | Look up in Google Scholar |
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.
| Item Type: | Journal Item |
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| Copyright Holders: | 2013 Association for Information Technology in Teacher Education |
| ISSN: | 1747-5139 |
| Extra Information: | Special Issue: Informed Design of Educational Technologies |
| Keywords: | learning design; educational technology; university teaching; student learning; technology enhanced learning; evidence-informed practice |
| 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) |
| Item ID: | 40561 |
| Depositing User: | Adrian Kirkwood |
| Date Deposited: | 21 Jul 2014 08:07 |
| Last Modified: | 08 May 2019 17:16 |
| URI: | http://oro.open.ac.uk/id/eprint/40561 |
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