Towards sustainable technology-enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice
- Publication Type:
- Journal Article
- Citation:
- British Journal of Educational Technology, 2018, 49 (6), pp. 1014 - 1026
- Issue Date:
- 2018-11-01
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| Bennett_et_al-2018-British_Journal_of_Educational_Technology.pdf | Published Version | 136.98 kB |
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© 2018 British Educational Research Association 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. While design has long been recognised as a routine part of teaching, there has been renewed interest in supporting and understanding the design work that teachers do to foster innovation, particularly in technology-enhanced learning, at institutional scale by influencing teachers’ practices. Re-framing teaching as design usefully emphasises the creative problem-solving needed to balance pedagogical, logistical and technical considerations within specific educational contexts, tailored to learners’ needs. There is potential for this re-framing to build on and advance work in “learning design” and “design for learning” that has generated a wide range of practical supports and tools. In this article, we explore, problematise and conceptualise the notion of “teacher as designer” within the complexity of contemporary higher education through a critical review of existing empirical and conceptual work internationally. We offer insights into the current state of knowledge about teacher design in higher education, highlight gaps and possibilities, offer a new conceptualisation drawing on practice theory and set out propositions to provoke further debate about teacher design as a vehicle for sustainable innovation in higher education.
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