Pedagogic strategies to support learning design thinking in a masters course

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dc.contributor.authorHodgkinson-Williams, Cherylen_ZA
dc.contributor.authorDeacon, Andrewen_ZA
dc.date.accessioned2014-11-29T17:36:01Z
dc.date.available2014-11-29T17:36:01Z
dc.date.issued2013en_ZA
dc.description.abstractThe demand for further skills and qualifications in the educational technology field remains strong as the range of technologies increases and their potential use in educational contexts becomes more compelling. Students registering for the University of Cape Town (UCT) Masters level courses are employed in schools, government agencies, universities, non-governmental organisations, or in the corporate sector, where their role in designing educational technology interventions represents part of their responsibilities. Because they have varying levels of experience in designing educational materials and/or using educational technologies, they need to develop learning design thinking and gain practice with a broad range of pedagogic strategies, theories, and technology tools to be productive in the workplace. Over the past four years we have developed and adopted a course for the needs of people who are keen to apply these skills in their work contexts. We describe here, the pedagogic strategies we explicitly adopted to model and support learning design thinking in one of four modules, Online Learning Design. The module adopts a learning design framework developed by Dabbagh and Bannan- Ritland (2005) to introduce students to design processes, and uses the same framework as a loose structure for the module and assignments. We apply Dabbagh and Bannan- Ritland's classification of pedagogic strategies to model and analyse approaches to cultivating learning design thinking amongst the students. As an analytic advice, we draw on Engeström's (2001) Activity Theory to describe the evolving learning context and our changing pedagogic strategies over four years. We focus on key tensions that emerged from the adoption of a range of pedagogic strategies to cultivate the students' learning design thinking when developing learning activities to communicate complex design issues. The key social change highlighted in this paper is that educational technology educators aiming to cultivate students' learning design thinking, need to apply their design thinking to their own practice.en_ZA
dc.identifier.apacitationHodgkinson-Williams, C., & Deacon, A. (2013). Pedagogic strategies to support learning design thinking in a masters course. <i>Educational Research for Social Change</i>, http://hdl.handle.net/11427/9839en_ZA
dc.identifier.chicagocitationHodgkinson-Williams, Cheryl, and Andrew Deacon "Pedagogic strategies to support learning design thinking in a masters course." <i>Educational Research for Social Change</i> (2013) http://hdl.handle.net/11427/9839en_ZA
dc.identifier.citationHodgkinson-Williams, C., Deacon, A. 2013. Pedagogic strategies to support learning design thinking in a masters course. Educational Research for Social Change.en_ZA
dc.identifier.issn2221-4070en_ZA
dc.identifier.ris TY - Journal Article AU - Hodgkinson-Williams, Cheryl AU - Deacon, Andrew AB - The demand for further skills and qualifications in the educational technology field remains strong as the range of technologies increases and their potential use in educational contexts becomes more compelling. Students registering for the University of Cape Town (UCT) Masters level courses are employed in schools, government agencies, universities, non-governmental organisations, or in the corporate sector, where their role in designing educational technology interventions represents part of their responsibilities. Because they have varying levels of experience in designing educational materials and/or using educational technologies, they need to develop learning design thinking and gain practice with a broad range of pedagogic strategies, theories, and technology tools to be productive in the workplace. Over the past four years we have developed and adopted a course for the needs of people who are keen to apply these skills in their work contexts. We describe here, the pedagogic strategies we explicitly adopted to model and support learning design thinking in one of four modules, Online Learning Design. The module adopts a learning design framework developed by Dabbagh and Bannan- Ritland (2005) to introduce students to design processes, and uses the same framework as a loose structure for the module and assignments. We apply Dabbagh and Bannan- Ritland's classification of pedagogic strategies to model and analyse approaches to cultivating learning design thinking amongst the students. As an analytic advice, we draw on Engeström's (2001) Activity Theory to describe the evolving learning context and our changing pedagogic strategies over four years. We focus on key tensions that emerged from the adoption of a range of pedagogic strategies to cultivate the students' learning design thinking when developing learning activities to communicate complex design issues. The key social change highlighted in this paper is that educational technology educators aiming to cultivate students' learning design thinking, need to apply their design thinking to their own practice. DA - 2013 DB - OpenUCT DP - University of Cape Town J1 - Educational Research for Social Change KW - pedagogic strategies KW - design thinking KW - educational technology LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 SM - 2221-4070 T1 - Pedagogic strategies to support learning design thinking in a masters course TI - Pedagogic strategies to support learning design thinking in a masters course UR - http://hdl.handle.net/11427/9839 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9839
dc.identifier.vancouvercitationHodgkinson-Williams C, Deacon A. Pedagogic strategies to support learning design thinking in a masters course. Educational Research for Social Change. 2013; http://hdl.handle.net/11427/9839.en_ZA
dc.language.isoengen_ZA
dc.publisherNelson Mandela Metropolitan Universityen_ZA
dc.publisher.departmentDean's Office: CHEDen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceEducational Research for Social Changeen_ZA
dc.source.urihttp://ersc.nmmu.ac.za/articles/Vol2No1_Hodgkinson_pp82-87_April_2013.pdfen_ZA
dc.subjectpedagogic strategiesen_ZA
dc.subjectdesign thinkingen_ZA
dc.subjecteducational technologyen_ZA
dc.titlePedagogic strategies to support learning design thinking in a masters courseen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceArticleen_ZA
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