%0 Journal Article %1 fuhrmann:hes %A Ronen-Fuhrmann, Tamar %A Kali, Yael %A Hoadley, Christopher %D 2008 %J Educational Technology %K KalDesignResearch asld-book contel11 design designresearch eLPBookMor education haifa-edtech jls10 ldg learning learningdesigngrid teacher technology training %N 2 %P 26-33 %T Helping Education Students Understand Learning Through Designing %U http://www.edu-design-principles.org/docs/publications/LearningThroughDesigning_RonenFuhrmann_Kali_Hoadley.pdf %V 48 %X This paper describes a course in which graduate students in education learn practical and theoretical aspects of educational design by creating technologies for learning. The course was built around three themes: Analyzing technologies in which students study state-of-the-art technologies and interview their designers, Design studio in which students design their own technologies using an instructional model that was developed in this study and theory in which literature is reviewed. Outcomes illustrate tensions between students' professed beliefs about learning and their actual design practices in four dimensions that characterize the technologies they designed: Learner activity, Collaboration, Autonomy, and Content accessibility. By peer-negotiating of these tensions in each of the course themes, students developed their skills to design educational-technologies and increased the coherence of their epistemological understanding of how people learn.

@article{fuhrmann:hes, abstract = {This paper describes a course in which graduate students in education learn practical and theoretical aspects of educational design by creating technologies for learning. The course was built around three themes: Analyzing technologies in which students study state-of-the-art technologies and interview their designers, Design studio in which students design their own technologies using an instructional model that was developed in this study and theory in which literature is reviewed. Outcomes illustrate tensions between students' professed beliefs about learning and their actual design practices in four dimensions that characterize the technologies they designed: Learner activity, Collaboration, Autonomy, and Content accessibility. By peer-negotiating of these tensions in each of the course themes, students developed their skills to design educational-technologies and increased the coherence of their epistemological understanding of how people learn.}, added-at = {2008-09-19T15:48:50.000+0200}, author = {Ronen-Fuhrmann, Tamar and Kali, Yael and Hoadley, Christopher}, biburl = {https://www.bibsonomy.org/bibtex/2a798b23fb87d54208e6bb4cbb4d98b63/yish}, interhash = {8c7eed15dc7d22006f7c89f6c3d9b562}, intrahash = {a798b23fb87d54208e6bb4cbb4d98b63}, journal = {Educational Technology}, keywords = {KalDesignResearch asld-book contel11 design designresearch eLPBookMor education haifa-edtech jls10 ldg learning learningdesigngrid teacher technology training}, number = 2, pages = {26-33}, timestamp = {2012-01-05T14:31:02.000+0100}, title = {Helping Education Students Understand Learning Through Designing}, url = {http://www.edu-design-principles.org/docs/publications/LearningThroughDesigning_RonenFuhrmann_Kali_Hoadley.pdf}, volume = 48, year = 2008 }