Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces

If research and development in the field of learning design is to have a serious and sustained impact on education, then technological innovation needs to be accompanied - and probably guided - by good empirical studies of the design practices and design thinking of those who develop these innovatio...

Full description

Saved in:
Bibliographic Details
Published in:Learning, media and technology media and technology, 2011-06, Vol.36 (2), p.129-149
Main Authors: Kali, Yael, Goodyear, Peter, Markauskaite, Lina
Format: Article
Language:English
Subjects:
Australia
design cognition
design knowledge
design practices
Educational Innovation
Elementary Secondary Education
Epistemology
Foreign Countries
Graduate Students
Information Technology
Instructional Design
Instructional Leadership
intuitive pedagogy
knowledge-in-pieces
learning design
Pedagogical Content Knowledge
personal epistemology
Research and Development
Teacher Attitudes
Teachers
teachers' knowledge
Teaching Methods
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:If research and development in the field of learning design is to have a serious and sustained impact on education, then technological innovation needs to be accompanied - and probably guided - by good empirical studies of the design practices and design thinking of those who develop these innovations. This article synthesises two related lines of research into teachers' design thinking. We draw attention to the importance of context in working on the solution of design problems and introduce the idea that some pedagogical knowledge can best be understood as 'knowledge in pieces', rather than as a coherent system of pedagogical beliefs.
ISSN:1743-9884
1743-9892
DOI:10.1080/17439884.2011.553621