The ‘birth of doubt’ and ‘the existence of other possibilities’: exploring how the ACAD toolkit supports design for learning

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dc.citation.issue2
dc.citation.volume12
dc.contributor.authorCarvalho L
dc.contributor.authorCastañeda L
dc.contributor.authorYeoman P
dc.date.accessioned2023-07-18T03:13:19Z
dc.date.accessioned2023-09-04T01:40:45Z
dc.date.available2023-07-18T03:13:19Z
dc.date.available2023-09-04T01:40:45Z
dc.date.issued2023
dc.date.updated2023-07-16T03:29:01Z
dc.description.abstractThe circumstances in which humans live and learn are subject to constant change. Given these cycles of change, educational designers (teachers, instructional designers, and others) often search for new models and frameworks to support their work, to ensure their designs are in alignment with valued forms of learning activity. Our research foregrounds the entanglement of people (the relational), tasks (the conceptual) and tools (the digital and material) in formal and informal learning settings. In this paper, we explore the use of the ACAD toolkit with the aim of understanding how this analytical tool supports design for learning. A thematic analysis of five workshops attended by 40 educators from diverse professional and academic backgrounds in Spain and Argentina, reveals how ACAD supports educational designers in four distinctive ways: encouraging dynamic engagement with key elements and concepts; supporting the visualization of (dis)connections and (in)coherence in designs; prompting critical reflection on past practices and contexts; and stimulating discussion about future teaching practices. A key contribution of this article is the discussion about how the ACAD toolkit helps educators see the ways in which all learning is situated, subject to constraints and affordances at multiple scale levels, and oriented towards certain pedagogical purposes or values.
dc.description.confidentialfalse
dc.identifier.citationCarvalho L, Castañeda L, Yeoman P, De Carvalho L. (2023). The ‘birth of doubt’ and ‘the existence of other possibilities’: exploring how the ACAD toolkit supports design for learning. Journal of New Approaches in Educational Research. 12. 2.
dc.identifier.doi10.7821/naer.2023.7.1494
dc.identifier.elements-typejournal-article
dc.identifier.harvestedMassey_Dark
dc.identifier.issn2254-7339
dc.identifier.urihttp://hdl.handle.net/10179/19874
dc.publisherUniversity of Alicante
dc.relation.isPartOfJournal of New Approaches in Educational Research
dc.relation.urihttps://naerjournal.ua.es/article/view/v12n2-9
dc.rightsCC BY-NC 4.0
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.titleThe ‘birth of doubt’ and ‘the existence of other possibilities’: exploring how the ACAD toolkit supports design for learning
dc.typeJournal article
pubs.elements-id477954
pubs.organisational-groupCollege of Humanities and Social Sciences
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