Teachers’ Learning Design Practice for Students as Learning Designers

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Abstract

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.
Original languageEnglish
Title of host publicationDesign & Learner-Centric Analytics : Proceedings of the 6th International Conference on Designs for Learning. 23-25 May, 2018, Bergen Norway
EditorsFrode Guribye, Anna Åkerfeldt, Nina Bergdal, Tessy Cerratto-Pargam, Staffan Selander, Barbara Wasson
Number of pages1
Place of PublicationBergen
PublisherCentre for the Science of Learning & Technology (SLATE)
Publication date2018
Pages26
ISBN (Electronic)978-82-8088-416-9
Publication statusPublished - 2018
EventDesign for Learning: Design and Learning-Centric analytics - Bergen University, Bergen, Norway
Duration: 23 May 201825 May 2018
https://www.slate.uib.no/dfl2018

Conference

ConferenceDesign for Learning
LocationBergen University
CountryNorway
CityBergen
Period23/05/201825/05/2018
Internet address

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

Keywords

    Cite this

    Levinsen, K. T., & Sørensen, B. H. (2018). Teachers’ Learning Design Practice for Students as Learning Designers. In F. Guribye, A. Åkerfeldt, N. Bergdal, T. Cerratto-Pargam, S. Selander, & B. Wasson (Eds.), Design & Learner-Centric Analytics: Proceedings of the 6th International Conference on Designs for Learning. 23-25 May, 2018, Bergen Norway (pp. 26). Bergen: Centre for the Science of Learning & Technology (SLATE).
    Levinsen, Karin Tweddell ; Sørensen, Birgitte Holm. / Teachers’ Learning Design Practice for Students as Learning Designers. Design & Learner-Centric Analytics: Proceedings of the 6th International Conference on Designs for Learning. 23-25 May, 2018, Bergen Norway. editor / Frode Guribye ; Anna Åkerfeldt ; Nina Bergdal ; Tessy Cerratto-Pargam ; Staffan Selander ; Barbara Wasson. Bergen : Centre for the Science of Learning & Technology (SLATE), 2018. pp. 26
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    abstract = "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 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 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.",
    keywords = "Learning design, students as learning designers, design methodology, design for learning model, teacher agency, student agency",
    author = "Levinsen, {Karin Tweddell} and S{\o}rensen, {Birgitte Holm}",
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    Levinsen, KT & Sørensen, BH 2018, Teachers’ Learning Design Practice for Students as Learning Designers. in F Guribye, A Åkerfeldt, N Bergdal, T Cerratto-Pargam, S Selander & B Wasson (eds), Design & Learner-Centric Analytics: Proceedings of the 6th International Conference on Designs for Learning. 23-25 May, 2018, Bergen Norway. Centre for the Science of Learning & Technology (SLATE), Bergen, pp. 26, Bergen, Norway, 23/05/2018.

    Teachers’ Learning Design Practice for Students as Learning Designers. / Levinsen, Karin Tweddell; Sørensen, Birgitte Holm.

    Design & Learner-Centric Analytics: Proceedings of the 6th International Conference on Designs for Learning. 23-25 May, 2018, Bergen Norway. ed. / Frode Guribye; Anna Åkerfeldt; Nina Bergdal; Tessy Cerratto-Pargam; Staffan Selander; Barbara Wasson. Bergen : Centre for the Science of Learning & Technology (SLATE), 2018. p. 26.

    Research output: Contribution to book/anthology/report/conference proceedingConference abstract in proceedingResearchpeer-review

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    N1 - Abstract i Prodeedings of the 6th International Conference on Designs for Learning 23-25 maj 2018, Bergen Norway

    PY - 2018

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    N2 - 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.

    AB - 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.

    KW - Learning design

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    Levinsen KT, Sørensen BH. Teachers’ Learning Design Practice for Students as Learning Designers. In Guribye F, Åkerfeldt A, Bergdal N, Cerratto-Pargam T, Selander S, Wasson B, editors, Design & Learner-Centric Analytics: Proceedings of the 6th International Conference on Designs for Learning. 23-25 May, 2018, Bergen Norway. Bergen: Centre for the Science of Learning & Technology (SLATE). 2018. p. 26