The learning design studio: collaborative design inquiry as teachers’ professional development

Yishay Mora, Orit Mogilevsky, , Sept 13, 2013
Commentary by Stephen Downes
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The authors write, "Educational practitioners often operate on the basis of their intuition and find it difficult to bind these to pedagogical theory. To counter this tendency, and to allow them to retain their tacit pragmatic knowledge while adopting an attitude of scientific rigor, they need to acknowledge their role as designers of learning experiences." I think this is a useful perspective - the concept of design allows for art and intuition, while at the same time being subject to the strictures of materials and method.

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