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Teachers as designers of TEL interventions
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1007/s11251-014-9337-2openalex-snapshot
Teacher design knowledge for technology enhanced learning: an ecological framework for investigating assets and needs
inferredcites →https://doi.org/10.1007/s11251-014-9343-4openalex-snapshot
Teachers as designers of technology enhanced learning
inferredcites →https://doi.org/10.1007/s11251-015-9346-9openalex-snapshot
Do we need teachers as designers of technology enhanced learning?
inferredcites →https://doi.org/10.1023/a:1022594030184openalex-snapshot
A methodological framework for practice-based research in networked learning
inferredcites →https://doi.org/10.1080/002202799183287openalex-snapshot
Professionalism and teachers as designers
inferredcites →https://doi.org/10.1080/09523987.2013.843832openalex-snapshot
Conducting educational design research
inferredcites →https://doi.org/10.1111/bjet.12207openalex-snapshot
Informing learning design with learning analytics to improve teacher inquiry
inferredcites →https://doi.org/10.1111/bjet.12668openalex-snapshot
A critical analysis of technology‐enhanced learning design frameworks
inferredcites →https://doi.org/10.1111/bjet.12678openalex-snapshot
Training Νovice teachers to design moodle‐based units of learning using a CADMOS‐enabled learning design sprint
inferredcites →https://doi.org/10.1111/bjet.12680openalex-snapshot
Learn‐CIAN: A visual language for the modelling of group learning processes
inferredcites →https://doi.org/10.1111/bjet.12681openalex-snapshot
Novice teacher technology‐enhanced learning design practices: The case of the silent pedagogy
inferredcites →https://doi.org/10.1111/bjet.12682openalex-snapshot
Human‐centred design to empower “teachers as designers”
inferredcites →https://doi.org/10.1111/bjet.12683openalex-snapshot
Towards sustainable technology‐enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice
inferredcites →https://doi.org/10.1111/bjet.12695openalex-snapshot
Exploring teachers’ needs and the existing barriers to the adoption of Learning Design methods and tools: A literature survey
inferredcites →https://doi.org/10.1111/bjet.12696openalex-snapshot
Teacher‐led inquiry in technology‐supported school communities
inferredcites →https://doi.org/10.1111/bjet.12697openalex-snapshot
Using technology to develop teachers as designers of TEL: Evaluating the learning designer
inferredcites →https://doi.org/10.1111/bjet.12698openalex-snapshot
Supporting outdoor inquiry learning (SOIL): Teachers as designers of mobile‐assisted seamless learning
inferredcites →https://doi.org/10.1111/bjet.12704openalex-snapshot
Responsive learning design: Epistemic fluency and generative pedagogical practices
inferredcites →https://doi.org/10.1111/bjet.12705openalex-snapshot
Developing digital pedagogy through learning design: An activity theory perspective
inferredcites →https://doi.org/10.1111/j.1467-9620.2006.00684.xopenalex-snapshot
Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
inferredcites →https://doi.org/10.14742/ajet.4390openalex-snapshot
Special Issue on Learning Design Research: Mapping the terrain
inferredcites →https://doi.org/10.1787/9789264085374-enopenalex-snapshot
Teachers as Designers of Learning Environments The Importance of Innovative Pedagogies
inferredcites →https://doi.org/10.2190/0ew7-01wb-bkhl-qdyvopenalex-snapshot
What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge
inferredcites →https://doi.org/10.3402/rlt.v21i0.17585openalex-snapshot
Sustaining learning design and pedagogical planning in CSCL
inferredcites →https://doi.org/10.3402/rlt.v21i0.20057openalex-snapshot
Learning design Rashomon II: exploring one lesson through multiple tools
inferredcites →https://doi.org/10.3402/rlt.v21i0.20224openalex-snapshot
Learning design Rashomon I - supporting the design of one lesson through different approaches
inferredcites →https://doi.org/10.4135/9781526402042.n48openalex-snapshot
Evolution of Research on Teachers’ Planning: Implications for Teacher Education
inferredcites →https://doi.org/10.4324/9780203125083openalex-snapshot
Teaching as a design science building pedagogical patterns for learning and technology
inferredcites →https://doi.org/10.4324/9781351232357openalex-snapshot
Introduction: Competence demands in today's networked world
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
inferred← citeshttps://doi.org/10.2139/ssrn.4683482openalex-extracted
New It-Driven Design Management Model Based on a Product Design Company: Taking Analysis of Key Factors as an Example
inferred← citeshttps://doi.org/10.1007/978-3-030-67349-9_3openalex-snapshot
Formulated Professional Identity of Learning Designers and the Role of Open Education in Maintaining that Identity
inferred← citeshttps://doi.org/10.1007/978-3-031-93999-0_17openalex-snapshot
Digital Innovation and Internationalisation Through eTwinning: Reimagining Initial Teacher Education
inferred← citeshttps://doi.org/10.1007/s10639-021-10818-3openalex-snapshot
Effects of a collaborative design approach on pre-service teachers’ ability of designing for learning with a digital game
inferred← citeshttps://doi.org/10.1007/s11423-022-10140-wopenalex-snapshot
Development of the Design Thinking and Instructional Lessons (DTAIL) model: a creative approach for teachers
inferred← citeshttps://doi.org/10.1007/s11528-024-00952-3openalex-snapshot
Ready to Implement? An Exploration of K12 Faculty’s Preparedness to Create Inclusive Learning Environments
inferred← citeshttps://doi.org/10.1016/j.caeai.2025.100420openalex-snapshot
Developing and validating the scale of language teachers’ design thinking competency in artificial intelligence language teaching (LTDTAILT)
inferred← citeshttps://doi.org/10.1016/j.caeo.2023.100155openalex-snapshot
Teacher prototypes in technology-enhanced instruction in elementary school second language acquisition: Comparing routine and emergency learning in different cultures
inferred← citeshttps://doi.org/10.1016/j.compedu.2019.103679openalex-snapshot
CIDA: A collective inquiry framework to study and support teachers as designers in technological environments
inferred← citeshttps://doi.org/10.1016/j.compedu.2020.104098openalex-snapshot
Supporting teacher scripting with an ontological model of task-technique content knowledge
inferred← citeshttps://doi.org/10.1016/j.iheduc.2025.100997openalex-snapshot
Investigating the relationship between collaborative design, online learning and educator integrated professional development
inferred← citeshttps://doi.org/10.1016/j.tate.2020.103274openalex-snapshot
Integrating the discourse on teachers and design: An analysis of ten years of scholarship
inferred← citeshttps://doi.org/10.1080/02680513.2022.2112661openalex-snapshot
Virtual Microscopes and online learning: Exploring the perceptions of 12 teachers about pedagogy
inferred← citeshttps://doi.org/10.1080/02680513.2024.2436665openalex-snapshot
Teachers and teaching: pedagogy, digital skills and professional development
inferred← citeshttps://doi.org/10.1080/14681366.2025.2520443openalex-snapshot
Harnessing the power of collaboration: how design for online learning can empower educator practices and professional development
inferred← citeshttps://doi.org/10.1080/1475939x.2020.1714708openalex-snapshot
Supporting and representing Learning Design with digital tools: in between guidance and flexibility
inferred← citeshttps://doi.org/10.1080/15391523.2021.1950084openalex-snapshot
What is the degree of teacher centrality in optimal teaching of digital literacy in a technology-enhanced environment? Typology of teacher prototypes
inferred← citeshttps://doi.org/10.1080/19415257.2020.1787193openalex-snapshot
The participatory dimension of teachers’ self-regulated professional learning about learning design: beliefs versus behaviours
inferred← citeshttps://doi.org/10.1109/tlt.2020.3040475openalex-snapshot
edCrumble, a Data-Enriched Visual Authoring Design Tool for Blended Learning
inferred← citeshttps://doi.org/10.1111/bjet.12730openalex-snapshot
Revisiting five decades of educational technology research: A content and authorship analysis of the British Journal of Educational Technology
inferred← citeshttps://doi.org/10.1177/00336882231188572openalex-snapshot
Sketching the Mobile-Assisted Language Learning Experiences Designed by Taiwanese High School English Teachers
inferred← citeshttps://doi.org/10.1344/der.2024.45.222-231openalex-snapshot
Foreign Language Teacher's Attitudes Towards a Pre-designed Language Learning System
inferred← citeshttps://doi.org/10.17760/d20483502openalex-snapshot
Instructors' lived experiences of using learning analytics to improve online course design
inferred← citeshttps://doi.org/10.18608/jla.2020.73.6openalex-snapshot
A Mixed-Method Study of How Instructors Design for Learning in Online and Distance Education
inferred← citeshttps://doi.org/10.22201/iisue.24486167e.2021.172.59272openalex-snapshot
docente diseñador
inferred← citeshttps://doi.org/10.30935/cedtech/11071openalex-snapshot
Assumption Validation Process for the Assessment of Technology-Enhanced Learning
inferred← citeshttps://doi.org/10.36253/me-13465openalex-snapshot
A learning design framework based on UDL principles to develop maker projects for pre-service teacher and educator training
inferred← citeshttps://doi.org/10.4018/979-8-3373-5865-9.ch009openalex-snapshot
Technology-Enhanced Apprenticeships
inferred← citeshttps://doi.org/10.46300/9109.2026.20.10openalex-snapshot
Learning Design Tools and Educational Practice: capturing the features of five popular tools
inferred← citeshttps://doi.org/10.55612/s-5002-044-005openalex-snapshot
Co-creation in the Design of Technology Enhanced Learning: Teachers’ Beliefs versus Practices
inferred← citeshttps://doi.org/10.5944/ried.25.2.32326openalex-snapshot
Flexible Learning Itineraries in Digital Environments for Personalised Learning in Teacher Training
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