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2 references
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- Vol 2 RE: Chapter 7
teaching as designlearning affordanceseducational task designsocial arrangementsdesign for learningpedagogical intentiterative designprofessional judgementJournal article Evidence summaryAt a glance
Goodyear argues that university teaching should be understood partly as design: the upstream work of creating tasks, structures, resources, tools, spaces, and social arrangements within which students act. Design differs from live, responsive interaction with learners and from later evaluation, although these phases inform one another in iterative cycles.
Key ideas
Teachers cannot directly design learning because learning activity is emergent and shaped by students’ intentions, histories, relationships, and circumstances. They can design for learning by improving the conditions, affordances, and guidance likely to support worthwhile activity. The article connects this perspective with increasing student diversity, technological change, workload pressures, and accumulating evidence about learning. It advocates reusable design knowledge and better representations that communicate pedagogical intent without treating lessons as rigid scripts.
Why it matters
Teaching-as-design is not a demand that every academic become a professional designer or adopt a standard template. It is a way to make educational decisions more deliberate, collaborative, inspectable, evidence-informed, and adaptable while preserving professional judgement during enactment.
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- Vol 7 PE: App D
- Vol 7 RE: Chapter 8
blended learning systemsface-to-face instructioncomputer-mediated instructionaccess and flexibilitypedagogical improvementcost effectivenesslearning affordancesinstructional alignmentBook chapter Evidence summaryAt a glance
Graham defines blended learning systems as combinations of face-to-face instruction and computer-mediated instruction, then examines why such combinations were becoming increasingly common. The definition is deliberately broad because blends vary in level, proportion, sequence, purpose, and technology.
Key ideas
The chapter distinguishes blends at activity, course, programme, and institutional levels and identifies three common purposes: improving access and flexibility, improving pedagogy, and increasing cost effectiveness. It traces convergence between historically separate face-to-face and distributed-learning environments and illustrates models ranging from enhancement of classroom teaching to substantial transformation of time, place, participation, and interaction. The central design challenge is not adding an online component but combining environments so their affordances complement one another and weaknesses are addressed. Because “blended” can describe almost any contemporary course, evaluation requires specifying what is combined, for whom, why, and with what outcomes.
Why it matters
The framework supports intentional alignment among goals, activities, presence, media, learner support, and assessment rather than assuming a particular ratio produces better learning.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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