This design-based research project investigates the elements, methods, processes and practices that can contribute to the creation of reflected, innovative and motivating learning designs for teachers and students in a hybrid synchronous video-mediated teaching context, with a focus on how to create motivating learning for the students. This was done by examining the three actors in the educational institution (students, teachers and the surrounding organisation) individually and relationally. The design-based research project developed knowledge in co-design processes with the three actors about how design and learning processes can support continuous pedagogical innovation and competence development. The objective of the learning designs was to create motivating learning experiences for the students in the hybrid synchronous video-mediated learning environment, to which end it experimented with gamified learning designs. This involved the students designing digital games while implementing learning goals from their curriculum. The project thus created knowledge about which learning designs and competence development models were possible in this environment, which learning designs emerged and where difficulties were experienced.
|Number of pages||339|
|Publication status||Published - 2016|