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Welcome to iCTLT 2016!
Thursday, March 31 • 3:00pm - 3:30pm
Paper Presentation 8/2: 572 Using Design Principles To Design, Implement And Evaluate ICT-Enabled Pedagogical Practices LIMITED

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As part of the eduLab programme, ETD’s learning designers work closely with teachers on eduLab projects to design, implement and evaluate ICT-enriched pedagogical practices that address learning issues pertinent to their classroom contexts. The pedagogical guidance provided by ETD’s learning designers is in line with the current emphasis in the education literature (e.g. Herrington & Reeves, 2011) to adequately support teachers in designing for learning, especially when it involves the use of new technologies to enhance classroom affordances and learning outcomes. During our 2-year collaboration with project teachers and NIE consultant Dr Manu Kapur, we explored the use of design principles to inform and shape the direction of the ICT-enriched pedagogical practices being developed as well as their implementation and testing in different classroom settings. These design principles explicate the “characteristics of a planned learning design (what it should look like), or its procedure (how it should be developed)” (Herrington, Herrington & Mantei, 2009). They serve to document our design knowledge (Kali, Levin-Peled & Dori, 2009) in terms of our successes and failures in adopting these ICT-enriched pedagogical practices. How we iteratively design, implement and evaluate our ICT-enriched practices with teachers is framed by the use of design principles in the following ways (Kapur & Bielaczyc, 2012; Herrington & Reeves, 2011): a) analyse the learning issue to gain insights on how a solution or practice can be designed to address it; b) search for existing design principles from the literature to guide the design of the practice; c) draft the initial design principles based on the literature and teachers’ practical knowledge; d) design the practice (i.e. activities, participation structures and social surround) based on the initial design principles; e) observe how variations in teacher actions (i.e. tied to the enactment of the practice and design principles) during lessons affect student learning and analyze the student data to understand the learning outcomes achieved; f) reflect on lesson design and implementation based on the analysis of teacher enactment data and student learning data; g) refine the design principles so that the design of the practice can be further improved for the next cycle of implementation. In this presentation, we will be sharing findings, challenges and learning points from our eduLab projects on the use of design principles to support teachers’ endeavours in harnessing technology for learning and teaching.



Ministry of Education
avatar for Cindy Ong

Cindy Ong

Senior Specialist, Ministry of Education


Ministry of Education

Tan Xiao Ting

Ministry of Education

Thursday March 31, 2016 3:00pm - 3:30pm GMT+08
MR 328