Identifying the Supports to Foster Teachers’ Development of Learning Design Practices

Abstract

In traditional classrooms worldwide, one of the most common strategies is lecturing, sometimes with the help of technology tools. An important barrier to the effective integration of information and communication technologies (ICT) has been identified to be the inability of teachers in creating effective student-centered learning designs. To foster teachers’ learning design practices, there is a need to understand the supports that teachers need. In this study, we conducted teacher interviews to identify the types of supports that teachers need for designing effective studentcentered learning designs within their context. Our findings convey that teachers need learning design support towards creation, contextualization and collaboration. These findings may stimulate momentum for further attention to researchers involved with learning design frameworks and tools development.