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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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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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