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British Journal of Educational Technology

November 2018 Volume 49, Number 6


Carina Girvan; Sara Hennessy; Manolis Mavrikis; Sara Price; Niall Winters

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Table of Contents

Number of articles: 11

  1. A critical analysis of technology-enhanced learning design frameworks

    Matt Bower & Panos Vlachopoulos

    Numerous models have been developed to help teachers efficiently and effectively design learning opportunities using new and emerging technologies. However, the literature to date makes little... More

    pp. 981-997

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  2. Towards sustainable technology-enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice

    Sue Bennett, Lori Lockyer & Shirley Agostinho

    Improving teacher design promises to be a scalable, sustainable approach to building capacity amongst a workforce faced with complex and evolving drivers of change in higher education worldwide.... More

    pp. 1014-1026

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  3. Novice teacher technology-enhanced learning design practices: The case of the silent pedagogy

    Giang N. H. Nguyen & Matt Bower

    There is increasing social and political pressure to prepare teachers of the future with strong technology-enhanced learning design capabilities, yet little is known about how teachers in training ... More

    pp. 1027-1043

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  4. Using technology to develop teachers as designers of TEL: Evaluating the learning designer

    Diana Laurillard, Eileen Kennedy, Patricia Charlton, Joanna Wild & Dionisis Dimakopoulos

    This paper reports on an iterative design-based research project to develop an online design tool (the Learning Designer) to support “teachers as designers.” The aim is to evaluate the potential of... More

    pp. 1044-1058

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  5. Training Novice teachers to design moodle-based units of learning using a CADMOS-enabled learning design sprint

    Michail Boloudakis, Symeon Retalis & Yannis Psaromiligkos

    Numerous research publications have mentioned the need to prepare teachers to design and enact technologically enhanced learning experiences for students, thus increasing their academic performance... More

    pp. 1059-1076

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  6. Teacher-led inquiry in technology-supported school communities

    Konstantinos Michos, Davinia Hernández‐Leo & Laia Albó

    Learning design is a research field which studies how to best support teachers as designers of Technology Enhanced Learning (TEL) situations. Although substantial work has been done in the... More

    pp. 1077-1095

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  7. Learn-CIAN: A visual language for the modelling of group learning processes

    Ana I. Molina, Yoel Arroyo, Carmen Lacave & Miguel A. Redondo

    The incorporation of advanced information and communication technologies into the field of education has made the design and deployment of courses and instructional units more and more complicated.... More

    pp. 1096-1112

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  8. Human-centred design to empower “teachers as designers”

    Muriel Garreta‐Domingo, Peter B. Sloep & Davinia Hernández‐Leo

    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 ... More

    pp. 1113-1130

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  9. Developing digital pedagogy through learning design: An activity theory perspective

    Cathy Lewin, Sue Cranmer & Sarah McNicol

    Learning design is growing in importance but is not yet widely adopted by teachers. This paper describes the development of a scenario-led learning design process, divided into two stages, which... More

    pp. 1131-1144

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  10. Supporting outdoor inquiry learning (SOIL): Teachers as designers of mobile-assisted seamless learning

    Yael Kali, Keren‐Sarah Levy, Rachel Levin‐Peled & Tali Tal

    Extending teaching beyond the classroom walls has been known for its potential to promote inquiry learning in various disciplinary domains. Current technologies can enhance these benefits,... More

    pp. 1145-1161

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  11. Responsive learning design: Epistemic fluency and generative pedagogical practices

    Yishay Mor & Rotem Abdu

    Several decades of research and development have produced a rich ecology of technologies designed to support active, collaborative constructionist pedagogical practices. Nevertheless, many teachers... More

    pp. 1162-1173

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