Título:
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Human-centred design to empower ‘teachers as designers’
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Autor/a:
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Garreta-Domingo, Muriel; Sloep, Peter B.; Hernández Leo, Davinia
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Abstract:
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Educators of all sectors are learning designers, often unwittingly. To succeed as
designers, they need to adopt a design mindset and acquire the skills needed to address
the design challenges they encounter in their everyday practice. Human-centred design
(HCD) provides professional designers with the methods needed to address complex
problems. It emphasizes the human perspective throughout the design lifecycle and
provides a practice-oriented approach, which naturally fits educators’ realities. This
research reports the experiences of educators who used HCD to design ICT-based
learning activities. A mixed-methods approach was used to gauge how participating
educators experienced the design tasks. The perceived level of difficulty and value of the
various methods varied, revealing significant differences between educators according
to their level of knowledge of pedagogy frameworks. We discuss our findings from the
vantage point of educators’ pedagogical beliefs and how experience shapes these. The
results support the idea that HCD is a valuable framework for educators, one that may
inform ongoing international efforts to shape a science and practice of learning design
for teaching. |
Abstract:
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This work has been partially supported by MDM-2015- 0502, TIN2014-53199-C3-3-R, TIN2017-85179-C3-3-R, RecerCaixa (CoT). |
Materia(s):
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-Learning design -Human-Computer Interaction -Human-centred design -MOOC -Teachers -Educational technologies |
Derechos:
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This is the peer reviewed version of the following article: Garreta-Domingo M, Sloep PB, Hernández-Leo D. Human-centred design to empower ‘teachers as designers’. Br J Educ Technol. 2018 Sep 16;0(0):1-18., which has been published in final form at https://doi.org/10.1111/bjet.12682 This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
info:eu-repo/semantics/embargoedAccess |
Tipo de documento:
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Artículo Artículo - Versión aceptada |
Editor:
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Wiley
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Compartir:
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