Khirwadkar, A., Welbourne, S., MacLeod, K., Manners, A., Mueller, J., & Yennemadi, K. (2022). Preamble: Conceptualizing a learner-centred model for designing digital instruction. In M. Jacobsen & C. Smith (Eds.), Online learning and teaching from kindergarten to graduate school (pp. 485-490). Canadian Association for Teacher Education (CATE). http://dx.doi.org/10.11575/PRISM/40509

Abstract:

“The six of us contributed to a new dynamic, learner-centred model for designing digital instruction (see Figure 1). This proposed model is based on a fusion of Design Thinking (Hennessey & Mueller, 2020) and Technological Pedagogical Content Knowledge (Koehler & Mishra, 2005) frameworks and is centred on the learner as the key focus of Digital fluency, Pedagogical considerations, and Interdisciplinary content hence the acronym (DPI). These aspects of teaching and instructional design are within a dynamic context of design thinking with outcomes in constant flux. The model was first conceived in a collaborative meeting of researchers at the Canadian Association for Teacher Education (CATE) Working Conference, which was held virtually on 14–16 October 2021 and hosted by the CATE executive team, with support from the University of Calgary and Mount Royal University.”