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Title: Opportunities to Learn Through Design: Mapping Design Experiences to Teacher Learning
Authors: Horton, Emily
Cunningham, Jahneille
Gomez, Louis M.
Gomez, Kimberley
Rodela, Katherine
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Horton, E., Cunningham, J., Gomez, L. M., Gomez, K., & Rodela, K. (2016). Opportunities to Learn Through Design: Mapping Design Experiences to Teacher Learning In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.
Abstract: This paper examines the ways in which specific design experiences lead to certain types of learning. We engaged thirteen community college instructors in iterative design through Plan-Do-Study-Act (PDSA) cycles to design and develop new developmental mathematics lessons. In this study, as in most design-partnerships, teachers touch only some aspects of the design process. In the work reported here, we make explicit the varying ways in which instructors took part in PDSA cycles and examine the types of knowledge generated by their participation. We use Edelson (2002) as a lens to categorize learning into three types: domain, design framework, and design methodology. Results indicate that instructors do not need to be involved in every aspect of design to learn. Our findings highlight the role time plays on engagement and learning in design. Implications for design efforts, to the extent they are focused on learning, are discussed.
Appears in Collections:ICLS 2016

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