TY - JOUR
T1 - Teachers as reflective learning experience designers
T2 - Bringing design thinking into school-based design and maker education
AU - Bosch, Noora
AU - Härkki, Tellervo
AU - Seitamaa-Hakkarainen, Pirita
N1 - Publisher Copyright:
© 2024 The Authors
PY - 2025/3
Y1 - 2025/3
N2 - School-based design and maker education foster the acquisition of 21st-century competencies. Teachers play a crucial role in integrating explorative design thinking and digital fabrication into schools; however, gaps remain in designing, implementing, and reflecting on these processes. This research positions teachers as reflective designers of learning experiences. The case study outlines key elements of learning design and explores the implementation of a project tailored for 13-14-year-old students. A thematic, theory- and data-driven analysis examined the challenges and opportunities in the in-situ and post-reflections of the teacher and researcher-teacher (Noora, the first author) on pedagogical practices and the teacher's role. Three intertwined themes emerged: design leader, collaboration and co-teaching, and (co-)reflection. Through (co-)reflections, they structured and led the design process while simultaneously developing their professional skills. The article also advocates for the necessary mindset and skillset of teachers, emphasizing the importance of professional development and collaboration in enhancing the quality of school-based design and maker education. These insights can guide the application and evolution of existing frameworks to assist teachers, researchers, and other facilitators in introducing creative, hands-on learning experiences into formal education.
AB - School-based design and maker education foster the acquisition of 21st-century competencies. Teachers play a crucial role in integrating explorative design thinking and digital fabrication into schools; however, gaps remain in designing, implementing, and reflecting on these processes. This research positions teachers as reflective designers of learning experiences. The case study outlines key elements of learning design and explores the implementation of a project tailored for 13-14-year-old students. A thematic, theory- and data-driven analysis examined the challenges and opportunities in the in-situ and post-reflections of the teacher and researcher-teacher (Noora, the first author) on pedagogical practices and the teacher's role. Three intertwined themes emerged: design leader, collaboration and co-teaching, and (co-)reflection. Through (co-)reflections, they structured and led the design process while simultaneously developing their professional skills. The article also advocates for the necessary mindset and skillset of teachers, emphasizing the importance of professional development and collaboration in enhancing the quality of school-based design and maker education. These insights can guide the application and evolution of existing frameworks to assist teachers, researchers, and other facilitators in introducing creative, hands-on learning experiences into formal education.
KW - Design thinking
KW - Design-based learning
KW - Learning experience design
KW - Maker education
KW - Reflection
KW - Teacher's role
UR - http://www.scopus.com/inward/record.url?scp=85211072354&partnerID=8YFLogxK
U2 - 10.1016/j.ijcci.2024.100695
DO - 10.1016/j.ijcci.2024.100695
M3 - Article
AN - SCOPUS:85211072354
SN - 2212-8689
VL - 43
JO - International Journal of Child-Computer Interaction
JF - International Journal of Child-Computer Interaction
M1 - 100695
ER -