Learning design, design contexts and pedagogical knowledge-in-pieces
Proceedings of The Future of Learning Design Conference, page 13-19. (2010)Abstract
This paper argues the case for conducting theoretically well-grounded empirical
research into teachers’ design activities, including their design thinking, as a
strategically important complement to practical development work in the field of
learning design. We identify some issues arising from two related lines of
empirical research in which we have been engaged – drawing attention to the
importance of context in design cognition. We also introduce a conception of
teachers’ personal pedagogical knowledge as ‘knowledge in pieces’, and examine
some of the implications of this view for thinking about the relationships between
pedagogical beliefs, design decisions and teaching practices.