Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/10215
Title: Understanding Higher Education Teachers’ Re-design process and Design Principles: Two Cases from Mainland China
Authors: Liu, Kun
Law, Nancy
Zhao, Jianhua
Keywords: Learning Sciences
Issue Date: 2023
Publisher: International Society of the Learning Sciences
Citation: Liu, K., Law, N., & Zhao, J. (2023). Understanding higher education teachers’ re-design process and design principles: Two cases from mainland china. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 2167-2168). International Society of the Learning Sciences.
Abstract: Enhancing teachers’ learning design capacity is increasingly recognized as important in helping teachers create effective learning environments and experiences. However, there is limited understanding of university teachers' existing design practices and motivations for course improvement. This study examines the course re-design process of two teachers at a Mainland Chinese university. The findings reveal different design processes, driving motivations, and challenges encountered, and the need for a common language to communicate LD concepts and pedagogical decisions.
Description: Poster
URI: https://doi.org/10.22318/icls2023.721396
https://repository.isls.org//handle/1/10215
Appears in Collections:ISLS Annual Meeting 2023

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