Context is What We Take For Granted: Addressing Context in Design-Centric Teacher Training
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(2011)

This paper discusses two recent graduate courses in educational technology, and contrasts them with previous work in the context of Participatory Pattern Workshops (Mor, Winters, and Warburton, 2010). Both courses were based on a design studio model, where students worked in teams and were asked to identify an educational challenge and address it using an appropriate technology. The paper considers the importance of developing an awareness of context for the training of educational designers, and presents a particular tool, called force-mapping, used for this purpose. It contrasts the success of this tool in one setting with the relative difficulties it encountered in the other, and suggests some possible explanations for this discrepancy.
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