Teachers’ Designs for Learning Practices when Designing for Students as Learning Designers

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Resumé

This paper contributes with elements of an emerging learning design methodology. The paper takes as its starting point the theory of Students as Learning Designers, which was developed by Sørensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary schools (first to 10th grade). The research focussed on information and communication technology (ICT) within the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the projects that provide the grounding for the theory have focussed specifically on learning designs that constitute students as learning designers of digital productions (both multimodal and coded productions). This includes learning designs that contribute to students’ empowerment, involvement and autonomy within the teacher-designed frameworks that simultaneously scaffold students’ subject-related inquiry, agency, reflection and learning. Research studies have documented that this approach constitutes arenas that support students’ deep learning and mastery of both transdisciplinary and subject matter, along with their acquisition of digital literacy and 21st-century competencies. As this theory and its operationalization in practice have proven useful, it makes sense to move from researching the WHY of students as learning designers to look into HOW, that is the methodology of teachers practising learning design. For this purpose, we use the lens of the concepts metaphor and metonymy and interaction design theory to explore our empirical studies and previous findings and identify aspects of learning-design practice that teachers can apply as methods when creating learning designs aimed at students as learning designers.
OriginalsprogEngelsk
TidsskriftDesigns for Learning
Vol/bind11
Udgave nummer1
Sider (fra-til)30-39
Antal sider10
ISSN1654-7608
DOI
StatusUdgivet - 2019
BegivenhedDesigns for Learning - Centre for the Science of Learning & Technology (SLATE), Bergen, Norge
Varighed: 23 maj 201825 maj 2018
Konferencens nummer: 6
https://www.slate.uib.no/dfl2018

Konference

KonferenceDesigns for Learning
Nummer6
LokationCentre for the Science of Learning & Technology (SLATE)
LandNorge
ByBergen
Periode23/05/201825/05/2018
Internetadresse

Fingerprint

teacher
learning
student
learning situation
transdisciplinary
operationalization
methodology
robot
development project
research and development
primary school
empowerment
metaphor
communication technology
research project
school grade
autonomy
information technology
literacy
communication

Emneord

  • Learning design
  • students as learning designers
  • Design Methodology
  • design for learning model
  • teacher agency
  • student agency

Citer dette

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title = "Teachers’ Designs for Learning Practices when Designing for Students as Learning Designers",
abstract = "This paper contributes with elements of an emerging designs for learning-methodology and takes as its starting point the concept of Students as Learning Designers, which was developed by S{\o}rensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary schools (first to 10th grade). The research focussed on the integration of information and communication technology (ICT) in learning situations framed by the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the research projects that provide the theory’s grounding have focussed specifically on designs for learning that constitute students as learning designers of digital subject related productions aimed at peers. These may be both multimodal communication productions and coded/programmed productions such as games and robots. This includes designs for learning that contribute to students’ empowerment, involvement and autonomy within the teacher-designed frameworks that simultaneously scaffold students’ subject-related inquiry, agency, reflection and learning. Research have documented that this approach constitutes arenas that support students’ deep learning and mastery of both transdisciplinary and subject matter, along with acquisition of digital literacy and 21st-century competencies. As this theory and its operationalization in practice have proven useful, it makes sense to move from researching the WHY of students as learning designers to look into HOW, that is the methodology of teachers practicing designs for learning. For this purpose, we use the lens of the concepts metaphor and metonymy and interaction design theory to explore our empirical studies and previous findings and identify aspects of designs for learning practice that teachers can apply as methods when creating designs for learning aimed at students as learning designers.",
keywords = "Learning design, students as learning designers, Design Methodology, design for learning model, teacher agency, student agency, Designs for learning, students as learning designers, design methodology, digital production, teacher agency, student agency",
author = "Levinsen, {Karin Tweddell} and S{\o}rensen, {Birgitte Holm}",
year = "2019",
doi = "10.16993/dfl.111",
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Teachers’ Designs for Learning Practices when Designing for Students as Learning Designers. / Levinsen, Karin Tweddell; Sørensen, Birgitte Holm.

I: Designs for Learning, Bind 11, Nr. 1, 2019, s. 30-39.

Publikation: Bidrag til tidsskriftKonferenceartikel i tidsskriftForskningpeer review

TY - GEN

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N2 - This paper contributes with elements of an emerging designs for learning-methodology and takes as its starting point the concept of Students as Learning Designers, which was developed by Sørensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary schools (first to 10th grade). The research focussed on the integration of information and communication technology (ICT) in learning situations framed by the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the research projects that provide the theory’s grounding have focussed specifically on designs for learning that constitute students as learning designers of digital subject related productions aimed at peers. These may be both multimodal communication productions and coded/programmed productions such as games and robots. This includes designs for learning that contribute to students’ empowerment, involvement and autonomy within the teacher-designed frameworks that simultaneously scaffold students’ subject-related inquiry, agency, reflection and learning. Research have documented that this approach constitutes arenas that support students’ deep learning and mastery of both transdisciplinary and subject matter, along with acquisition of digital literacy and 21st-century competencies. As this theory and its operationalization in practice have proven useful, it makes sense to move from researching the WHY of students as learning designers to look into HOW, that is the methodology of teachers practicing designs for learning. For this purpose, we use the lens of the concepts metaphor and metonymy and interaction design theory to explore our empirical studies and previous findings and identify aspects of designs for learning practice that teachers can apply as methods when creating designs for learning aimed at students as learning designers.

AB - This paper contributes with elements of an emerging designs for learning-methodology and takes as its starting point the concept of Students as Learning Designers, which was developed by Sørensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary schools (first to 10th grade). The research focussed on the integration of information and communication technology (ICT) in learning situations framed by the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students’ production. In recent years, the research projects that provide the theory’s grounding have focussed specifically on designs for learning that constitute students as learning designers of digital subject related productions aimed at peers. These may be both multimodal communication productions and coded/programmed productions such as games and robots. This includes designs for learning that contribute to students’ empowerment, involvement and autonomy within the teacher-designed frameworks that simultaneously scaffold students’ subject-related inquiry, agency, reflection and learning. Research have documented that this approach constitutes arenas that support students’ deep learning and mastery of both transdisciplinary and subject matter, along with acquisition of digital literacy and 21st-century competencies. As this theory and its operationalization in practice have proven useful, it makes sense to move from researching the WHY of students as learning designers to look into HOW, that is the methodology of teachers practicing designs for learning. For this purpose, we use the lens of the concepts metaphor and metonymy and interaction design theory to explore our empirical studies and previous findings and identify aspects of designs for learning practice that teachers can apply as methods when creating designs for learning aimed at students as learning designers.

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