Home > Research > Publications & Outputs > Developing digital pedagogy through learning de...

Electronic data

  • Lewin_et_al_SI_paper_second_revision_FINAL

    Rights statement: This is the peer reviewed version of the following article:Lewin, C. , Cranmer, S. and McNicol, S. (2018), Developing digital pedagogy through learning design: An activity theory perspective. Br J Educ Technol, 49: 1131-1144. doi:10.1111/bjet.12705 which has been published in final form at https://onlinelibrary.wiley.com/doi/full/10.1111/bjet.12705 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

    Accepted author manuscript, 275 KB, PDF document

    Embargo ends: 7/04/20

    Available under license: CC BY-NC: Creative Commons Attribution-NonCommercial 4.0 International License

Links

Text available via DOI:

View graph of relations

Developing digital pedagogy through learning design: an activity theory perspective

Research output: Contribution to journalJournal article

Published

Standard

Developing digital pedagogy through learning design : an activity theory perspective. / Lewin, Cathy; Cranmer, Susan Jane; McNicol, Sarah.

In: British Journal of Educational Technology, Vol. 49, No. 6, 11.2018, p. 1131-1144.

Research output: Contribution to journalJournal article

Harvard

Lewin, C, Cranmer, SJ & McNicol, S 2018, 'Developing digital pedagogy through learning design: an activity theory perspective', British Journal of Educational Technology, vol. 49, no. 6, pp. 1131-1144. https://doi.org/10.1111/bjet.12705

APA

Lewin, C., Cranmer, S. J., & McNicol, S. (2018). Developing digital pedagogy through learning design: an activity theory perspective. British Journal of Educational Technology, 49(6), 1131-1144. https://doi.org/10.1111/bjet.12705

Vancouver

Lewin C, Cranmer SJ, McNicol S. Developing digital pedagogy through learning design: an activity theory perspective. British Journal of Educational Technology. 2018 Nov;49(6):1131-1144. https://doi.org/10.1111/bjet.12705

Author

Lewin, Cathy ; Cranmer, Susan Jane ; McNicol, Sarah. / Developing digital pedagogy through learning design : an activity theory perspective. In: British Journal of Educational Technology. 2018 ; Vol. 49, No. 6. pp. 1131-1144.

Bibtex

@article{21a5351b518947c19cc8e123adaf8f3e,
title = "Developing digital pedagogy through learning design: an activity theory perspective",
abstract = "Learning design is growing in importance but is not yet widely adopted by teachers. This paper describes the development of a scenario-led learning design process, divided into two stages, which was implemented with over 500 teachers altogether from 15 European countries. Activity theory is used to explore the contradictions that arose when such changes were introduced into the established activity system of lesson planning. Data were collected through interviews and questionnaires from a small sample of participants including national coordinators (stage 1: n = 8; stage 2: n = 13) and teachers (stage 1: n = 13; stage 2: n = 23). These participants perceived that the scenario-led learning design process, involving a wide range of stakeholders, was collaborative, supportive and innovative (compared to previous lesson planning practices). However, a number of contradictions were identifiable between: (1) the shift to collaborative learning design from teachers preparing their lessons alone; (2) the new tools and the existing rules of the national/regional education systems; (3) the time required to both understand and implement learning design, and the impact of competing demands. This paper discusses the challenges faced when attempting to scale-up European school teachers’ development of digital pedagogy. The structured (yet flexible) approach was welcomed and the tools promoted teacher reflection but, as commonly noted, the complexity and time-constraints were major issues. {\circledC} 2018 British Educational Research Association",
keywords = "Activity coefficients, Design, E-learning, Planning, Surveys, Activity Systems, Activity Theory, Collaborative learning, Education systems, European Countries, Learning designs, Lesson planning, Time constraints, Teaching",
author = "Cathy Lewin and Cranmer, {Susan Jane} and Sarah McNicol",
note = "This is the peer reviewed version of the following article:Lewin, C. , Cranmer, S. and McNicol, S. (2018), Developing digital pedagogy through learning design: An activity theory perspective. Br J Educ Technol, 49: 1131-1144. doi:10.1111/bjet.12705 which has been published in final form at https://onlinelibrary.wiley.com/doi/full/10.1111/bjet.12705 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.",
year = "2018",
month = "11",
doi = "10.1111/bjet.12705",
language = "English",
volume = "49",
pages = "1131--1144",
journal = "British Journal of Educational Technology",
issn = "0007-1013",
publisher = "Blackwell Publishing Ltd",
number = "6",

}

RIS

TY - JOUR

T1 - Developing digital pedagogy through learning design

T2 - an activity theory perspective

AU - Lewin, Cathy

AU - Cranmer, Susan Jane

AU - McNicol, Sarah

N1 - This is the peer reviewed version of the following article:Lewin, C. , Cranmer, S. and McNicol, S. (2018), Developing digital pedagogy through learning design: An activity theory perspective. Br J Educ Technol, 49: 1131-1144. doi:10.1111/bjet.12705 which has been published in final form at https://onlinelibrary.wiley.com/doi/full/10.1111/bjet.12705 This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

PY - 2018/11

Y1 - 2018/11

N2 - Learning design is growing in importance but is not yet widely adopted by teachers. This paper describes the development of a scenario-led learning design process, divided into two stages, which was implemented with over 500 teachers altogether from 15 European countries. Activity theory is used to explore the contradictions that arose when such changes were introduced into the established activity system of lesson planning. Data were collected through interviews and questionnaires from a small sample of participants including national coordinators (stage 1: n = 8; stage 2: n = 13) and teachers (stage 1: n = 13; stage 2: n = 23). These participants perceived that the scenario-led learning design process, involving a wide range of stakeholders, was collaborative, supportive and innovative (compared to previous lesson planning practices). However, a number of contradictions were identifiable between: (1) the shift to collaborative learning design from teachers preparing their lessons alone; (2) the new tools and the existing rules of the national/regional education systems; (3) the time required to both understand and implement learning design, and the impact of competing demands. This paper discusses the challenges faced when attempting to scale-up European school teachers’ development of digital pedagogy. The structured (yet flexible) approach was welcomed and the tools promoted teacher reflection but, as commonly noted, the complexity and time-constraints were major issues. © 2018 British Educational Research Association

AB - Learning design is growing in importance but is not yet widely adopted by teachers. This paper describes the development of a scenario-led learning design process, divided into two stages, which was implemented with over 500 teachers altogether from 15 European countries. Activity theory is used to explore the contradictions that arose when such changes were introduced into the established activity system of lesson planning. Data were collected through interviews and questionnaires from a small sample of participants including national coordinators (stage 1: n = 8; stage 2: n = 13) and teachers (stage 1: n = 13; stage 2: n = 23). These participants perceived that the scenario-led learning design process, involving a wide range of stakeholders, was collaborative, supportive and innovative (compared to previous lesson planning practices). However, a number of contradictions were identifiable between: (1) the shift to collaborative learning design from teachers preparing their lessons alone; (2) the new tools and the existing rules of the national/regional education systems; (3) the time required to both understand and implement learning design, and the impact of competing demands. This paper discusses the challenges faced when attempting to scale-up European school teachers’ development of digital pedagogy. The structured (yet flexible) approach was welcomed and the tools promoted teacher reflection but, as commonly noted, the complexity and time-constraints were major issues. © 2018 British Educational Research Association

KW - Activity coefficients

KW - Design

KW - E-learning

KW - Planning

KW - Surveys

KW - Activity Systems

KW - Activity Theory

KW - Collaborative learning

KW - Education systems

KW - European Countries

KW - Learning designs

KW - Lesson planning

KW - Time constraints

KW - Teaching

U2 - 10.1111/bjet.12705

DO - 10.1111/bjet.12705

M3 - Journal article

VL - 49

SP - 1131

EP - 1144

JO - British Journal of Educational Technology

JF - British Journal of Educational Technology

SN - 0007-1013

IS - 6

ER -