Engerman Jason A, Otto Richard F
East Stroudsburg University, Rosenkrans East, East Stroudsburg, PA 18301 USA.
Educ Technol Res Dev. 2021;69(1):301-305. doi: 10.1007/s11423-020-09889-9. Epub 2021 Jan 14.
In the midst of a global pandemic, higher education saw a modality shift to online learning that caused panic and discomfort as many instructors lacked the skills, resources, and didactic aptitude in this response (Lederman, The shift to remote learning: The human element. Retrieved from https://www.insidehighered.com/digital-learning/article/2020/03/25/how-shift-remote-learning-might-affect-students-instructors-and, 2020). The current review discusses the impact of this article for successful learning design as well as applications, limitations, constraints and future suggestions during the COVID-19 era. Specifically, this paper is in response to the article entitled, "The process of designing for learning: understanding university teachers' design work" (Bennett et al., The process of designing for learning: Understanding university teachers' design work. , 125-145. 10.1007/s11423-016-9469-y, 2017). The impact of the article under review can provide a roadmap to expert instruction with its focus on flexibility across interdisciplinary higher education fields of knowledge. In application, the findings of Bennett and her colleagues work, suggested designing for efficiency, broad considerations to specific details, and design and refining processes. The limitations of the current study under review, included having participants remember particular experiences of design with one-off interviews and no significant follow up. Given the aforementioned limitation, the next stage of research could be to develop a more explanatory and then prescriptive study to explore the rationale behind design decisions and strengthen implications. The descriptive framework of the current study allows educators and students opportunities to co-design authentic meaning making experiences given cultural relevant pedagogy. Ultimately, the current review concludes from a learning design perspective that focuses on culturally relevant educational ecosystems and interactive media.
在全球大流行期间，高等教育的教学模式转向了在线学习，这引发了恐慌和不适，因为许多教师在应对时缺乏相关技能、资源和教学能力（莱德曼，《向远程学习的转变：人文因素》。取自https://www.insidehighered.com/digital-learning/article/2020/03/25/how-shift-remote-learning-might-affect-students-instructors-and，2020年）。本综述讨论了这篇文章对成功学习设计的影响，以及在新冠疫情时代的应用、局限性、制约因素和未来建议。具体而言，本文是对题为《学习设计过程：理解大学教师的设计工作》的文章的回应（贝内特等人，《学习设计过程：理解大学教师的设计工作》，第125 - 145页。10.1007/s11423-016-9469-y，2017年）。所综述文章的影响可为专家指导提供路线图，其重点在于跨学科高等教育知识领域的灵活性。在应用方面，贝内特及其同事的研究结果建议进行效率设计、从广泛考虑到具体细节以及设计和完善过程。所综述的当前研究的局限性包括通过一次性访谈让参与者回忆特定的设计经历且没有进行重要的后续跟进。鉴于上述局限性，下一阶段的研究可以是开展更具解释性进而规范性的研究，以探索设计决策背后的原理并强化其影响。当前研究的描述性框架使教育工作者和学生有机会基于文化相关教学法共同设计真实的意义建构体验。最终，本综述从关注文化相关教育生态系统和交互式媒体的学习设计角度得出结论。
