Participatory Educational Design: How to Improve Mutual Learning and the Quality and Usability of the Design?

Autor/inn/en	Janssen, Fred J. J. M.; Könings, Karen D.; van Merriënboer, Jeroen J. G.
Titel	Participatory Educational Design: How to Improve Mutual Learning and the Quality and Usability of the Design?
Quelle	In: European Journal of Education, 52 (2017) 3, S.268-279 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12229
Schlagwörter	Educational Improvement; Educational Policy; Usability; Instructional Design; Physical Environment; Classroom Environment; Biology; Science Instruction; Student Participation; Educational Facilities Design; Architecture; Teaching Methods + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Politics of education; Bildungspolitik; Lesson concept; Lessonplan; Unterrichtsentwurf; Natürliche Umwelt; Klassenklima; Unterrichtsklima; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Architektur; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Many educational change proposals, designed to improve student learning, fail to be implemented in classrooms, which is a threat to the impact of educational policy on educational practice. This has led to a call for participatory educational design in which different stakeholders are involved in the generation and consideration of alternative learning environments, including physical spaces that better support learning. The development of tools to effectively engage non-professional designers in design activities is still in its early stages. In this article, we present two tools that can improve mutual learning of those involved in the design process and the quality and usability of both learning environments and supportive physical spaces: the laddering tool and the building block tool. Both are based on a new conception of teaching as bounded rational design in which a teaching practice is seen as a design to attain multiple goals simultaneously in a complex classroom context with limited available resources. By presenting a case from biology teaching, we illustrate how educational design processes between teachers unfold when they use these two tools. We argue and demonstrate that these tools are important for facilitating effective use of diverse contributions from different stakeholders, and also when involving students and architects in a participatory design process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01