Informed design of educational technology for teaching and learning? Towards an evidence-informed model of good practice

Price, Linda and Kirkwood, Adrian (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.

DOI: https://doi.org/10.1080/1475939X.2014.942749

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.

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About

• Item ORO ID
• 40561
• Item Type
• Journal Item
• 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 or School
• Faculty of Science, Technology, Engineering and Mathematics (STEM) > Computing and Communications
  Faculty of Science, Technology, Engineering and Mathematics (STEM)
  Institute of Educational Technology (IET)
• Research Group
• Centre for Research in Education and Educational Technology (CREET)
• Copyright Holders
• © 2013 Association for Information Technology in Teacher Education
• Depositing User
• Adrian Kirkwood