Content uploaded by Yishay Mor
Author content
All content in this area was uploaded by Yishay Mor on Apr 09, 2016
Content may be subject to copyright.
Introduction - Learning Design: Definitions, Current Issues and Grand Challenges
... LD and ID are closely related concepts and practices, although misinterpretation remains of their nature and relationship. Most studies on LD attempt to distinguish LD from ID (Celik & Magoulas, 2016;Dalziel et al., 2016;Holmes et al., 2019;Mor, Craft, & Maina, 2015;Persico & Pozzi, 2015;Phillips & Ozogul, 2020;Rienties et al., 2017). Although strong arguments have not always been advanced, it is an understandable approach. ...
... The best way to define something (e.g., LD) is to clearly outline its boundaries with something else (e.g., ID). For example, ID is based on behaviourism, while LD is grounded on constructivism (Mor, Craft, & Maina, 2015); ID tends to adopt a predominantly contentcentric approach to teaching and learning, in contrast to LD, which explores active pedagogies in constructing learning and instruction (Holmes et al., 2019); ID is focused on the approach (instruction), LD on the goal-learning ; ID is referred to only ID models (e.g. ADDIE) (Celik & Magoulas, 2016); the outcomes of ID research are more useful for implementation in large instructional projects, whereas LD works better in small-scale interventions (Persico & Pozzi, 2015); ID approaches address single-learner contexts where no peers or educators are present (Dalziel et al., 2016). ...
... Although some progress has been made, further efforts are required to operationally define what it means to ground LA in educational theory and research. (Gaševi c et al., 2015;Marzouk et al., 2016;Mor, Craft, & Maina, 2015;Rodríguez-Triana et al., 2015;Wiley et al., 2020;Wise, 2014). ...
Background
Learning analytics (LA) collects, analyses, and reports data from the learning environment, to provide evidence of the effects of a particular learning design. Learning design (LD) outlines the conceptual framework for a meaningful interpretation of Learning analytics data.
Objectives
The study aims to identify the most relevant concepts at the intersection of learning design and learning analytics, how these concepts are integrated into more general thematic areas, and the implications for the research and practice of the learning design and learning analytics synergy.
Methods
To this end, the study employs a critical interpretive synthesis (CIS) of the selected papers, and complements it with elements of systematic literature review as well as qualitative content analysis and text analytics that employ machine learning and language technology.
Results and conclusions
The most important themes identified are ‘analytics’, ‘learning’, ‘data’, ‘tools’, ‘research’, ‘framework’, ‘informed’, ‘model‐driven’, ‘participatory’, ‘technique’, ‘impact’, insight’, and ‘findings'. The text analytics detected two topic rarely explicitly discussed in the literature: ‘evidence‐informed instructional design approaches' and ‘design‐based research’. Future research should attempt a holistic perspective towards the LD and LA synergy considering evidence‐informed instructional design approaches as part of a design‐based research methodology that implements evidence‐based teachers' practice and research‐based findings.
... Like most disciplines, the field of instructional design has its own epistemological problems. According to Dobozy [3] and Mor et al. [4] even basic terms such as learning design, instructional design, curriculum design, educational design, design for learning, and design-based learning are contested. The multitude of terminologies makes it difficult for practitioners and researchers to fully comprehend the field and its scope. ...
... The multitude of practices and design traditions involved in teaching, learning, training, and development make it challenging to narrow down the definition of what learning design is. Learning design has been traditionally defined as an undertaking that positions educational experience more as an act of design rather than a systematic approach to training [4,9,10]. The focus on design can be regarded as a more suitable approach to accommodate settings where a wider range of instructional (as well as non-instructional) approaches, interventions, applications, systems, and experiences are used. ...
... The focus on design can be regarded as a more suitable approach to accommodate settings where a wider range of instructional (as well as non-instructional) approaches, interventions, applications, systems, and experiences are used. Learning design "operates in complex domains, where analytical techniques often fail and hence has to apply iterative 'generate and test' methods" [4]. ...
There are a multitude of terminologies in the field of learning and training to refer to how we design and approach learning experiences–two of them being instructional design and learning design. Online searches and forum discussions among practitioners and researchers reveal the confusion surrounding the use of these terms. Both terms have sometimes been used interchangeably, but the fact that there is more than one term implies that both terms might be used to encompass different aspects of the learning and training discipline. The term instructional design has been a commonly used term until recently, but now learning design made its way to the literature and to our practices. But, what exactly do these terms refer to, and what do we mean when we use each of these terms? In this brief review paper, by adopting a holistic approach, the authors aim to ponder these questions from multiple dimensions: etymological, epistemological, historical, and practical perspectives.
... As culture and technological advances occur, the definition has been continually adjusted to meet what experts in the field deem to be an appropriate purpose of the field. The goal of what is known as Instructional Technology is primarily to foster the effective transfer of knowledge by various means of instruction, whether it is using technology or low-tech artifacts (Saçak et al., 2022;Mor et al., 2015). Defining this field requires a dynamic term that transcends time and does not lead the reader to perceive it is focused on one type of learning or one artifact (i.e., technology) to be the sole conduit of the knowledge to the learner. ...
The COVID-19 pandemic-driven shift to emergency remote teaching (ERT) tasked instructional designers (IDs) with supporting faculty while simultaneously transitioning to a work-from-home (WFH) environment. In the post-pandemic return of students to physical campuses, IDs continued to WFH, triggering a need for those training IDs for future dynamic learning situations to understand their realities. Using a hermeneutic phenomenological approach, this study explored the lived experiences of six IDs who worked remotely for the first time during the COVID-19 pandemic. Six themes were revealed through participant interviews: job responsibilities, work communication, equipment needs, WFH benefits, future work plans, and WFH challenges.
... There has been work focused on developing methods, tools and repositories to help analyse, capture and encourage reuse of learning designs across disciplines and sectors (Bennett et al., 2017). However, it appears that design for learning continues to struggle to enter mainstream practice (Mor, Craft, & Maina, 2015) with design work undertaken by teachers apparently not including the use of formal methods or systematic representations (Bennett et al., 2017). There does, however, remain on-going demand from academic staff for customisable and reusable ideas for design (Goodyear, 2005). ...
Higher education is being challenged to improve the quality of learning and teaching while at the same time dealing with challenges such as reduced funding and increasing complexity. Design for learning has been proposed as one way to address this challenge, but a question remains around how to sustainably harness all the diverse knowledge required for effective design for digital learning. This paper proposes some initial design principles embodied in the idea of Context-Appropriate Scaffolding Assemblages (CASA) as one potential answer. These principles arose out of prior theory and work, contemporary digital learning practices and the early cycles of an Action Design Research process that developed two digital ensemble artefacts for 7 courses (units, subjects) and in less than a year been used in over 60 sites. Experience with this approach suggests it can successfully increase the level of design knowledge embedded in digital learning experiences, identify and address shortcomings with current practice, and have a positive impact on the quality of the learning environment.
... The rationale of asking pre-service teachers to first design using a particular LD tool and then implement the learning design in Moodle derives from the research team's assumption that the design activity entails dealing with ill-defined problems subject to evolving constraints (Mor, Craft and Maina, 2015). We assumed, thus, that a form of guidance through the components of an LD tool and a subsequent reflection on the design would benefit designers; particularly pre-service teachers who are novice designers. ...
The rich repertoire of online practices adopted by educators during the Covid-19 pandemic opened up new perspectives for educational research to consider e-learning post-pandemic. Focusing on teacher education, it is worth considering the practices adopted to inform the development of future curricula that cultivate teaching competencies for e-learning. This paper examines microteaching, a well-established practice realised in teacher education as a learning-to-teach experience. As was the case with other teacher education practices, the forced online transition heavily compromised the vividness of microteaching -a technique inherently connected to face-to-face interaction-. On the other hand, this online relocation can be an opportunity to capitalise on online microteaching as a fulfilling e-learning experience in teacher education. The paper has two parts. In the first part, we conceptualise the potential of microteaching while applying Technology-Enhanced Learning (TEL). The second part reports our experience relocating online a mature technology-enhanced microteaching practice (successfully implemented in face-to-face settings for seven years) due to the Covid-19 pandemic. Our research design utilises two implementations of microteaching practice. One was conducted in a typical face-to-face context pre-pandemic, and another was conducted in an online context during a lockdown imposed by the pandemic. On a first level, collecting qualitative data from both contexts allowed us to observe common TEL-related challenges. On a second level, we focused on identifying challenges distinct at the online context to infer and highlight the implications of the online relocation. These implications relate to (i) the organisational changes, as experienced from the instructor’s perspective, (ii) the technologies adopted for applying TEL, and (iii) the challenges that pre-service teachers (PSTs) face in the online environment. Our findings extend the previous research scope on face-to-face microteaching practice. New challenges of relocating technology-enhanced microteaching online include technical difficulties in handling technologies and reduced participation in whole-class discussions. However, challenges that remain relatively unaffected concerning the typical face-to-face practice are (i) the PSTs immersion in the roleplaying character of microteaching, (ii) the misconceptions on the principles and methods of teaching techniques roleplayed, (iii) the adoption of digital tools for applying TEL, (iv) the selection of suitable digital tools, and (v) the burden of time limitation. In conclusion, we argue that these insights reveal an unexplored potential for technology-enhanced microteaching in an online context. We discuss how the implications of shifting microteaching practise online may model future microteaching implementations in teacher education post-pandemic. We support that online microteaching, apart from providing an alternative method when circumstances impose it, should be integrated within the typical teacher education curriculum to cultivate teaching competencies for e-learning.
פרק חדש בנושא חדשנות בהכשרת מורים שיראה אור בספר בהוצאת רסלינג על הכשרת מורים - סוגיות
ודילמות
A new chapter on 'innovation in teachers' education' that will be published soon in a book on teachers' education - issues and dilemmas
A name for the field of instructional technology has long been debated. Terms such as learning design, educational technology, instructional systems design and learning systems have been used to describe the field over the past 100 years. With an exploration of the history of the field, this article rebrands the field as Knowledge Systems Design (KSD). Whether it is a knowledge of skills or concepts, knowledge is the end goal of all instruction. Systems are the processes through which knowledge is transferred to the learner. The learning processes necessary for knowledge creation must be carefully designed. Together, these three terms provide a description for an ever-changing field that transcends time and fully encompasses the transfer of knowledge in any setting.
Based on the keynote delivered at the conference, the paper reflects on the evolution of mobile language learning and maps the emerging territory of mobile and smart assistance. The concept of ‘mobile assistance’ is a useful way to frame the ways in which mobile devices and applications can provide ad hoc or ongoing support to language learners inside and outside the classroom. The paper outlines various forms of assistance. As intelligent assistants become increasingly available, the learning landscape continues to evolve. An intelligent assistant might amplify human capabilities, or it might hinder their development. Language learners and their teachers are thus caught up in complex scenarios of newly available technologies that are impacting learning practices.
In traditional classrooms worldwide, one of the most common strategies is lecturing, sometimes with the help of technology tools. An important barrier to the effective integration of information and communication technologies (ICT) has been identified to be the inability of teachers in creating effective student-centered learning designs. To foster teachers' learning design practices, there is a need to understand the supports that teachers need. In this study, we conducted teacher interviews to identify the types of supports that teachers need for designing effective student-centered learning designs within their context. Our findings convey that teachers need learning design support towards creation, contextualization and collaboration. These findings may stimulate momentum for further attention to researchers involved with learning design frameworks and tools development.
The present study aims to evaluate a conceptualised learning design for the growth of techno-pedagogic competencies among Pre-Service Teachers (PST). A teaching experiment is conducted for assessing the effectiveness of the conceptualised learning design by implementing it in a two-year teacher training programme for one year on 36 PST. The progress in the techno-pedagogic competencies’ growth is measured through the self-reporting rating scale, assessment of lesson activities prepared by the PST and semi-structured interview. The result of repeated measure ANOVA statistically signifies the growth of techno-pedagogic competencies amongst PST who participated in the teaching experiment. The assessment of lesson activities further illustrated the growth of techno-pedagogic competencies. PST also reported that they have learned new ways of integrating technology into teaching and have become a more confident user of computers.
ResearchGate has not been able to resolve any references for this publication.