Learntime and learning place-focused forward-oriented design for learning in technology-enhanced classrooms |
| |
| Authors: | Susan Y H Sun |
| |
| Institution: | 1. School of Language and Culture, Auckland University of Technology, Auckland, New Zealandsusan.sun@aut.ac.nz |
| |
| Abstract: | This study reports on a teacher’s ongoing design activities in a fully online language course when the class was in progress. The aims were, firstly, to provide first-hand experience and insight into a teacher’s design work in a real-life, technology-enhanced learning (TEL) classroom; and secondly, to facilitate reflective analysis of the emerging design events. A hermeneutic phenomenological approach was adopted for data collection, and the analysis of data was further aided by the framework of forward-oriented design for learning (Goodyear & Dimitriadis, 2013), which considers educational design as a continuing and forward-looking practice including processes of orchestration, configuration, reflection and re-design. Fifteen design events were collected, which provided a snapshot of how and what design activities emerged from a complex, constantly evolving TEL classroom. The interpretation and analysis reveal insights related to various design processes. The findings highlight the forward-looking, ongoing, process-oriented and cyclical nature of TEL design. |
| |
| Keywords: | Configuration design for learning orchestration sustainable design technology-enhanced learning TEL design |
|
|
