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.
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
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 -