Abstract
The work involved in designing good learning tasks is becoming more complex. This is
partly because the changing needs of the knowledge society are placing greater demands on
the ability of graduates to work with knowledge in more versatile ways. It also arises from
the growing complexity of arrangements for learning: involving new and more fluid
distributions of learning activity across time and space. Efforts are being made to improve
the design resources available to teachers in higher education, yet little is known about how
teachers actually engage in design work: what they think about, what experience and
expertise they draw upon, what goes on when they create new learning tasks. This paper
presents some outcomes of a small scale study of teacher thinking during educational
design. It focuses on the teacher design thinking in the context of systems thinking and
modelling course. In particular, it explores some ideas about the mental resources that need
to be activated and combined in coming to good design decisions – especially when ICT
tools are an important part of the educational mix.
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