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Elements, Principles, and Critical Inquiry for Identity-Centered Designs of Online Environments
ARTICLE

, , Penn State

JDE Volume 32, Number 2, ISSN 0830-0445 Publisher: Athabasca University Press

Abstract

Within higher education, we are in need of learning designs that facilitate and support students in sharing, examining, and refining their own critical identities as learners and professionals. In the past, technology mediated identity work has focused on individual tool use or learning setting. As professional learning designers, we felt that we are in need of designs to explore and support critical identity processes across various learning contexts, medias and tools. Based on our literature review and our own professional practice, we have identified the recurring and intertwining themes of visibility, agency, community, competencies, and narrative. We also present a design framework that encompasses a set of identity-centered design elements and principles, and we offer self-reflective critical questions to aid in design, development, and implementation of online collaborative learning environments. We then apply the framework to two case studies to demonstrate how the elements, principles, and critique can be used to understand and evaluate new and preexisting designs.Environnements, principes et enqute critique pour une conception des environnements en ligne centre sur l\u2019identitRsumDans l\u2019enseignement suprieur existe un besoin de conceptions de l\u2019apprentissage qui facilitent l\u2019ducation et soutiennent les tudiants dans le partage, l\u2019examen et l\u2019affinement de leurs identits en tant qu\u2019apprenants et professionnels, identits dfinies comme critiques car prises en compte selon une approche de la sociologie critique. Dans le pass, le travail de mdiation technologique de l\u2019identit s\u2019est centr sur l\u2019usage individuel d\u2019outil ou le cadre d\u2019apprentissage. Cependant, en tant que professionnels de l\u2019ingnierie pdagogique, nous cherchons explorer des conceptions qui soutiennent les processus d\u2019identit critique dans diffrents contextes d\u2019apprentissage, mdias et outils. En nous fondant sur une revue de littrature et sur la pratique professionnelle, nous avons identifi diffrents thmes qui apparaissent de manire rcurrente et sont souvent entrecroiss tels que ceux de visibilit, organisation, communaut, comptences, et rcit. L\u2019exploration de ces thmes s\u2019accompagne d\u2019un modle d\u2019ingnierie pdagogique englobant un ensemble d\u2019lments de conception centre sur l\u2019identit et de principes allant de pair avec un questionnement rflexif critique visant favoriser la conception, le dveloppement et l\u2019implmentation d\u2019environnements collaboratifs d\u2019apprentissage en ligne. Ce cadre est ensuite appliqu une tude de cas pour montrer comment les lments, principes et l\u2019approche critique peuvent tre utiliss pour comprendre et valuer les conceptions nouvelles et prexistantes.Mots-cls : identit, analyse de l\u2019apprenant, ingnierie pdagogique, conception inclusive, identit communautaire, tude de cas

Citation

Dudek, J. & Heiser, R. (2017). Elements, Principles, and Critical Inquiry for Identity-Centered Designs of Online Environments. The Journal of Distance Education / Revue de l'ducation Distance, 32(2),. Athabasca University Press. Retrieved October 19, 2019 from .

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