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Informed design of educational technology for teaching and learning? Towards an evidence-informed model of good practice

  • Linda Price
    ,
  • Adrian Kirkwood
  • Open University Milton Keynes
Research Output: Contribution to journal Article Peer-review

Abstract

The aim of this paper is to model evidence-informed design based on a selective critical analysis of research articles. We draw upon findings from an investigation into practitioners? use of educational technologies to synthesise and model what informs their designs. We found that practitioners? designs were often driven by implicit assumptions about learning. These shaped both the design of interventions and the methods sought to derive evaluations and interpret the findings. We argue that interventions need to be grounded in better and explicit conceptualisations of what constitutes learning in order to have well-informed designs that focus on improving the quality of student learning.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 325-347

Journal (Volume, Issue Number)

Technology, Pedagogy and Education (Volume 23, Issue 3)

Publication milestones

  • Accepted/In press - 20/06/2014
  • Published - 11/08/2014

Publication status

Published - 11/08/2014

ISSN

1475-939X

External Publication IDs

  • handle.net: 10547/622603
  • Scopus: 84905615350

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