Informed design of educational technology for teaching and learning? Towards an evidence-informed model of good practice

Price, Linda and Kirkwood, Adrian (2014) Informed design of educational technology for teaching and learning? Towards an evidence-informed model of good practice. Technology, Pedagogy and Education, 23(3), pp. 325-347. ISSN (print) 1475-939X

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Abstract

The aim of this paper is to model evidence-informed design based on a selective critical analysis of research articles. We draw upon findings from an investigation into practitioners? use of educational technologies to synthesise and model what informs their designs. We found that practitioners? designs were often driven by implicit assumptions about learning. These shaped both the design of interventions and the methods sought to derive evaluations and interpret the findings. We argue that interventions need to be grounded in better and explicit conceptualisations of what constitutes learning in order to have well-informed designs that focus on improving the quality of student learning.

Item Type: Article
Additional Information: Special Issue: Informed Design of Educational Technologies
Uncontrolled Keywords: learning design; educational technology; university teaching; student learning; technology enhanced learning; evidence-informed practice
Research Area: Education
Faculty, School or Research Centre: Interdepartmental and Cross-Faculty Research Groups and Centres > Centre for Higher Education Research and Practice (CHERP)
Depositing User: Simon Collins
Date Deposited: 15 Nov 2015 16:30
Last Modified: 15 Nov 2015 16:30
URI: http://eprints.kingston.ac.uk/id/eprint/33227

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