Learntime and Learning Place-Focused Forward-Oriented Design for Learning in Technology-Enhanced Classrooms
Distance Education Volume 37, Number 3, ISSN 0158-7919
This study reports on a teacher's ongoing design activities in a fully online language course when the class was in progress. The aims were, firstly, to provide first-hand experience and insight into a teacher's design work in a real-life, technology-enhanced learning (TEL) classroom; and secondly, to facilitate reflective analysis of the emerging design events. A hermeneutic phenomenological approach was adopted for data collection, and the analysis of data was further aided by the framework of "forward-oriented design for learning" (Goodyear & Dimitriadis, 2013), which considers educational design as a continuing and forward-looking practice including processes of orchestration, configuration, reflection and re-design. Fifteen design events were collected, which provided a snapshot of how and what design activities emerged from a complex, constantly evolving TEL classroom. The interpretation and analysis reveal insights related to various design processes. The findings highlight the forward-looking, ongoing, process-oriented and cyclical nature of TEL design.
Sun, S.Y.H. (2016). Learntime and Learning Place-Focused Forward-Oriented Design for Learning in Technology-Enhanced Classrooms. Distance Education, 37(3), 349-365.