Teachers as learning designers.- A conceptual framing for teachers as designers.- Approaches for investigating teacher design thinking and practice.- The context of teacher design work.- The role of experience in teacher design processes.- Teacher design thinking characteristics.- Expert design thinking demonstrated by teachers.- Designing for teaching with digital technology.- An evidence-based model to support teacher design thinking.- Teacher design practice current understanding and future directions.
Professor Lori Lockyer, Queensland University of Technology, Australia, is an expert in educational technology. Her work has produced new knowledge about psychological, sociological, and technological influences on learning and professional practice, and she has designed internationally award-winning digital learning environments as well as tools and resources that support educators to design effective technology-enhanced learning experiences for their students.
Professor Shirley Agostinho, University of Wollongong, Australia, focuses on investigating and designing effective learning environments using innovative technology. Her research examines learning with technology and the professional practice of teachers. With a research program of more than 20 years, Shirley's work is advancing theory and making a practical contribution about how learners can better understand their own practices to support their own learning. One example of her work is investigating the professional practice of teachers, in both school and higher education contexts about teacher design practices. Professor Sue Bennett, La Trobe University, Australia, has worked as a writer, educational designer, higher education teacher and university academic for over 30 years. Her work investigates how people engage with technology in their everyday lives and in educational settings. Her aim is to develop a more holistic understanding of people's technology practices to inform research, practice and policy. She has been researching design thinking and learning design since 1999. Dr Lauren Knussen, University of Technology Sydney, Australia, has been an educator for more than 25 years, working for the past 15 years in technology-enabled learning as a learning designer, researcher, and teacher educator. Her work focuses on teachers' design practices, with a strong focus on how educators design technology-enabled learning. Lauren has a strong interest in teacher design practices for new pedagogical approaches such as transdisciplinary and place-based learning. Dr Melinda Plumb, University of Wollongong, Australia, investigates contemporary approaches to pedagogy and curriculum design in higher education. Drawing on more than 15 years of experience as an educator across secondary and higher education settings, combined with her background as an IT practitioner, Melinda's research examines how educators design and implement pedagogically sound learning, teaching, and assessment experiences that are enhanced by the purposeful integration of technology.
