Designs for Learning as Springboards for Professional Development in Higher Education

Research output: Contribution to book/anthology/report/conference proceedingBook chapterResearchpeer-review

Abstract

The area of Learning Design research holds interesting thoughts and conceptualizations for networked professional development. This chapter identifies some tensions within the broad landscape of Learning Design and more specifically the Larnaca Declaration. Arguing that there are two distinct ideas underpinning the notion of sharing learning designs, the terms ‘plans for action’ versus, ‘resources for reflection’ are introduced. Further different voices in the field alternating between seeing Learning Design as a means for ‘effectiveness’ versus a means for ‘reflexiveness’ are identified and two different views of how to empower and support teachers in developing learning designs are suggested. Discussing contemporary challenges for networked professional development and asking whether the notions of Learning Design have a tendency to assume that researchers and teachers are designing for relatively well-known problems and contexts. Drawing on conceptualizations from Engeström, it is suggested that learning designs also can be viewed as ‘springboards for development’. It is concluded that design and Learning Designs should not only be thought of as predefined design ideas or as incremental exploration based on retrospective reflections on existing courses but also can conceptualise learning designs as dynamic, experimental
opportunities for the collective design of new practices or what we term ‘springboards for development’.
Original languageEnglish
Title of host publicationNetworked Professional Learning: Emerging and equitable discourses for professional development
PublisherSpringer
Publication date2019
Chapter6
Publication statusAccepted/In press - 2019
SeriesResearch in Networked Learning
Volume7

Fingerprint

learning
education
teacher
research planning
resources

Keywords

  • Networked Learning
  • Professional Development
  • Learning Design
  • Pedagogy

Cite this

Konnerup, U., Ryberg, T., & Sørensen, M. T. (Accepted/In press). Designs for Learning as Springboards for Professional Development in Higher Education. In Networked Professional Learning: Emerging and equitable discourses for professional development Springer. Research in Networked Learning, Vol.. 7
Konnerup, Ulla ; Ryberg, Thomas ; Sørensen, Mia Thyrre. / Designs for Learning as Springboards for Professional Development in Higher Education. Networked Professional Learning: Emerging and equitable discourses for professional development. Springer, 2019. (Research in Networked Learning, Vol. 7).
@inbook{ff12092b21554fff83daa84749d5dfca,
title = "Designs for Learning as Springboards for Professional Development in Higher Education",
abstract = "The area of Learning Design research holds interesting thoughts and conceptualizations for networked professional development. This chapter identifies some tensions within the broad landscape of Learning Design and more specifically the Larnaca Declaration. Arguing that there are two distinct ideas underpinning the notion of sharing learning designs, the terms ‘plans for action’ versus, ‘resources for reflection’ are introduced. Further different voices in the field alternating between seeing Learning Design as a means for ‘effectiveness’ versus a means for ‘reflexiveness’ are identified and two different views of how to empower and support teachers in developing learning designs are suggested. Discussing contemporary challenges for networked professional development and asking whether the notions of Learning Design have a tendency to assume that researchers and teachers are designing for relatively well-known problems and contexts. Drawing on conceptualizations from Engestr{\"o}m, it is suggested that learning designs also can be viewed as ‘springboards for development’. It is concluded that design and Learning Designs should not only be thought of as predefined design ideas or as incremental exploration based on retrospective reflections on existing courses but also can conceptualise learning designs as dynamic, experimentalopportunities for the collective design of new practices or what we term ‘springboards for development’.",
keywords = "Networked Learning, Professional Development, Learning Design, Pedagogy",
author = "Ulla Konnerup and Thomas Ryberg and S{\o}rensen, {Mia Thyrre}",
year = "2019",
language = "English",
booktitle = "Networked Professional Learning: Emerging and equitable discourses for professional development",
publisher = "Springer",
address = "Germany",

}

Konnerup, U, Ryberg, T & Sørensen, MT 2019, Designs for Learning as Springboards for Professional Development in Higher Education. in Networked Professional Learning: Emerging and equitable discourses for professional development. Springer, Research in Networked Learning, vol. 7.

Designs for Learning as Springboards for Professional Development in Higher Education. / Konnerup, Ulla; Ryberg, Thomas; Sørensen, Mia Thyrre.

Networked Professional Learning: Emerging and equitable discourses for professional development. Springer, 2019.

Research output: Contribution to book/anthology/report/conference proceedingBook chapterResearchpeer-review

TY - CHAP

T1 - Designs for Learning as Springboards for Professional Development in Higher Education

AU - Konnerup, Ulla

AU - Ryberg, Thomas

AU - Sørensen, Mia Thyrre

PY - 2019

Y1 - 2019

N2 - The area of Learning Design research holds interesting thoughts and conceptualizations for networked professional development. This chapter identifies some tensions within the broad landscape of Learning Design and more specifically the Larnaca Declaration. Arguing that there are two distinct ideas underpinning the notion of sharing learning designs, the terms ‘plans for action’ versus, ‘resources for reflection’ are introduced. Further different voices in the field alternating between seeing Learning Design as a means for ‘effectiveness’ versus a means for ‘reflexiveness’ are identified and two different views of how to empower and support teachers in developing learning designs are suggested. Discussing contemporary challenges for networked professional development and asking whether the notions of Learning Design have a tendency to assume that researchers and teachers are designing for relatively well-known problems and contexts. Drawing on conceptualizations from Engeström, it is suggested that learning designs also can be viewed as ‘springboards for development’. It is concluded that design and Learning Designs should not only be thought of as predefined design ideas or as incremental exploration based on retrospective reflections on existing courses but also can conceptualise learning designs as dynamic, experimentalopportunities for the collective design of new practices or what we term ‘springboards for development’.

AB - The area of Learning Design research holds interesting thoughts and conceptualizations for networked professional development. This chapter identifies some tensions within the broad landscape of Learning Design and more specifically the Larnaca Declaration. Arguing that there are two distinct ideas underpinning the notion of sharing learning designs, the terms ‘plans for action’ versus, ‘resources for reflection’ are introduced. Further different voices in the field alternating between seeing Learning Design as a means for ‘effectiveness’ versus a means for ‘reflexiveness’ are identified and two different views of how to empower and support teachers in developing learning designs are suggested. Discussing contemporary challenges for networked professional development and asking whether the notions of Learning Design have a tendency to assume that researchers and teachers are designing for relatively well-known problems and contexts. Drawing on conceptualizations from Engeström, it is suggested that learning designs also can be viewed as ‘springboards for development’. It is concluded that design and Learning Designs should not only be thought of as predefined design ideas or as incremental exploration based on retrospective reflections on existing courses but also can conceptualise learning designs as dynamic, experimentalopportunities for the collective design of new practices or what we term ‘springboards for development’.

KW - Networked Learning

KW - Professional Development

KW - Learning Design

KW - Pedagogy

M3 - Book chapter

BT - Networked Professional Learning: Emerging and equitable discourses for professional development

PB - Springer

ER -

Konnerup U, Ryberg T, Sørensen MT. Designs for Learning as Springboards for Professional Development in Higher Education. In Networked Professional Learning: Emerging and equitable discourses for professional development. Springer. 2019. (Research in Networked Learning, Vol. 7).