Læringsdesign i Videregående Uddannelse – Manual eller Inspirationskatalog?
DOI:
https://doi.org/10.7146/djes.v2i.131972Keywords:
Learning design, instructional design, translation theory, teacher autonomyAbstract
Learning designs have gained ground in recent years, especially in institutions of higher education. The article focuses on one relatively underexposed side of learning designs, which concerns the maintenance of a didactic space for maneuver for those teachers who are to use learning designs, but have not themselves participated in their development. Herein lies a fundamental contradiction, which raises a number of questions. Based on studies from a completed research project, didactic space for maneuver in the development and application of learning designs is examined. Using knowledge-sharing theory and didactic theory, the article presents four conflicting themes that occur between design, sharing and reuse of learning designs. Each of these themes is unfolded in the article, and on the basis of this, new concepts are developed that can serve to illuminate the properties of learning designs in order to maintain and strengthen teachers’ didactic autonomy.
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