Identifying factors affecting the adoption of Learning Design methods and tools, and solutions to encourage it

Abstract

In the knowledge society, teachers are dealing with new scenarios for teaching and learning. In this context of increasing complexity, in which digital technologies may enhance the learning experience, teachers are called to become designers for learning in order to fruitfully integrate them in the teaching and learning process. Researchers in the field of Technology Enhanced Learning have devoted their attention to supporting teachers in this complex process of developing and devising educational interventions supported by technological tools and reflecting on them, this research area is called Learning Design. This effort resulted in the development of frameworks, methods and tools which allow teachers to produce artefacts (designs) able to support teachers in the process of designing for learning. Nevertheless, the impact of these research results seems to remain limited on the actual teaching practice and this is still a gap in the field. This thesis work aims to understand how the adoption of Learning Design methods and tools can be supported. To pursue this goal, two research objectives were identified; the first was to understand the factors behind the limited adoption of Learning Design methods and tools by teachers, the second was to identify actions/solutions to be taken to support the adoption of Learning Design methods and tools. Given the complexity of the phenomenon studied, an articulated research design was conceived grounding on a mixed methods research approach. The design included a systematic literature review, a Delphi study, and a case study. To reach the first objective, data were firstly collected through the systematic literature review that allowed me to identify categories of factors affecting adoption: teachers needs for methods and tools for Learning Design and barriers to adoption. Afterwards, these categories of factors were deepened through the Delphi study, in which experts were asked to rank the categories of factors and rate the importance of the single factors. Moreover, experts were required to propose further needs and barriers to be included. Then, the same factors were studied in the context of a case study carried out in a secondary school and involving practising teachers. The result of this complex process was a list of teacher s needs and barriers affecting the adoption of Learning Design methods and tools. While the identified needs are often related to the characteristics of the specific methods and tools (such as easiness of use), most of the barriers are tool-independent and are often related to the context where teachers operate (such as the support of the institution). The second objective, namely the identification and testing of possible actions/solutions to support adoption, was pursued in the context of the Delphi study and - again - within the case study. In the Delphi study experts were invited to propose solutions tackling the needs and barriers discussed. The case study was designed as a sequence of two iterations, following the Design-Based research approach. In the first iteration, a set of solutions were conceived to address some of the needs and barriers resulting from the systematic literature review and were then tested. In the second iteration, other needs and barriers were addressed, which derived from the systematic review and were considered relevant after the first iteration. Specific solutions were implemented following the suggestions of the experts collected through the Delphi study. The proposed solutions, addressing method and tool-related issues, as well as the tool-independent ones, failed to support adoption in the context of the study. This outcome allowed me to reflect on the role of those factors more related to context and individuals. These factors should be addressed, especially when adoption is pursued at the institutional level.