Arguably, teachers are the primary change agents in any educational system. Several decades of research have produced an extensive body of scientific knowledge of effective ways to use technology to support learning. Yet, if we want to mainstream this knowledge and use it to improve educational systems, we need to make this knowledge available to educational practitioners. The dominant model of teacher education assumes that teachers should be provided with a solid theoretical curriculum, which they will then apply in their practice. This model consistently fails - teachers find it hard to apply the theoretical knowledge in practice, and typically end up with "theory aversion": a sense that theory is irrelevant and unhelpful for their daily work. This talk presents an alternative approach - the Design Inquiry of Learning model, and its implementation in the Learning Design Studio format. The Design Inquiry of Learning combines the scientific paradigm of educational design research and the pedagogical model of inquiry learning, to provide professional development which is theoretically sound and practically oriented. The Learning Design Studio is a collaborative, blended, project-based framework for training teachers in effective and evidence-based use of educational technology.
Mor, Y. & Mogilevsky, O. (2013), The Learning Design Studio: Educational Practice as Design Inquiry of Learning, in Davinia Hernández-Leo & et al, ed., 'EC-TEL 2013, LNCS ', pp. 233–245 https://www.researchgate.net/publication/256841554_Learning_design_studio_educational_practice_as_design_inquiry_of_learning
Mor, Y. & Mogilevsky, O. (2013), 'The Learning
Design Studio: Collaborative Design Inquiry as Teachers' Professional Development', Research in Learning Technology 21 https://www.researchgate.net/publication/256841282_The_learning_design_studio_collaborative_design_inquiry_as_teachers_professional_development