Title: Teaching to design educational technologies

Authors: Yael Kali, Tamar Ronen-Fuhrmann

Addresses: Technologies in Education Graduate Department, Faculty of Education, University of Haifa, Mount Carmel, Haifa, 31905, Israel. ' Department of Education in Technology and Science, Technion – Israeli Institute of Technology, Technion City, 32000, Israel

Abstract: Finding ways to support novice educational technology designers is of high importance in many design fields. In this research we examined three courses in which graduate students learned to design technology-based curriculum modules. The courses were based on a teaching model developed in a design-based research methodology with four iterations. The model integrates the openness of a studio approach, with the structure of a well-known instructional systems-design process. It also takes advantage of experts| design knowledge embedded in a database of design principles. Qualitative data was used to evaluate the affordances and challenges of progressive versions of the teaching model. A generalised model for teaching educational technology design was derived, in which the following constructs are intertwined: a) structuring the design process; b) building on accessible repositories of expert design knowledge; c) enabling dialogic learning.

Keywords: design-based research; DBR; educational technology design; technology-based curriculum; design principles; design process; dialogic learning; expert design knowledge.

DOI: 10.1504/IJLT.2011.040147

International Journal of Learning Technology, 2011 Vol.6 No.1, pp.4 - 23

Published online: 20 Oct 2014 *

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