Human-Centred Design Methods To Empower 'Teachers As Designers'

The present datasets have been used for the paper entitled "Human-centred design methods to empower ‘teachers as designers’". Abstract Teachers are learning designers, often unwittingly. To facilitate this role of ‘teachers as designers’, educators of all sectors need to adopt a design mindset and acquire the skills needed to address the design challenges they encounter in their everyday practice. Human-centred design (HCD) provides professional designers with the methods needed to address complex problems. It emphasises the human perspective throughout the design lifecycle and provides a practice-oriented, context-aware, empathetic and incremental approach which naturally fits educators realities. This research reports on a MOOC designed to ‘walk’ educators through the design of an ICT-based learning activity following an HCD process and its techniques. A mixed methods approach is used to gauge how participants experienced the MOOC and the various design tasks it comprises. Although the perceived level of difficulty and value on the different methods varied - and, significant differences were seen between the experience of novice and expert educators-, the participants felt the overall approach constituted a powerful means for them to design technology-enhanced learning activities. The results support the idea of HCD as a valuable framework for educators and inform ongoing international efforts to shape a science and practice of learning design for teaching.本数据集已应用于题为《以人文为中心的设计方法赋能"教师即设计者"》的学术论文。 摘要 教师本就是学习设计者，却往往并未自觉意识到这一身份。为推动"教师即设计者"这一角色的落地，各教育领域的从业者需树立设计思维，并掌握解决日常教学实践中遭遇的设计挑战所需的技能。以人文为中心的设计（Human-centred design, HCD）可为专业设计师提供解决复杂问题的方法体系。该方法在整个设计生命周期中始终强调人文视角，且提供了以实践为导向、贴合场景、共情且渐进式的设计路径，完美适配教育工作者的实际工作情境。 本研究报道了一门大规模开放在线课程（Massive Open Online Course, MOOC），该课程旨在带领教育工作者遵循以人文为中心的设计流程与相关技术，完成一项基于信息通信技术（Information and Communications Technology, ICT）的学习活动设计。本研究采用混合研究方法，评估参与者对该课程及其涵盖的各项设计任务的体验感受。尽管不同设计方法的感知难度与价值存在差异，且新手与资深教育工作者的体验存在显著分歧，但参与者均认为整体设计方法是他们设计技术增强型学习活动的有力工具。研究结果证实，以人文为中心的设计是一套适用于教育工作者的优质框架，同时为当前国际上构建教学学习设计的科学体系与实践路径的相关工作提供了参考依据。