Novice online educator conceptual frameworks: a mental model exploration of mindful learning design

Cheryl Stewart, Matt Bower

Research output: Contribution to journalArticleResearchpeer-review

Abstract

This research study explores the relationship between the socio-cognitive concept of mindfulness and university educators’ learning design conceptualisations. The multi-method research strategy utilises a concept-mapping exercise to reveal learning designer mental models for comparison with Langer Mindfulness Scale scores and critical event interviews to further illuminate the conceptualisations and factors that impact educators’ thinking when designing online units. Research participants were asked to create a concept map of their learning design and to be mindful of concepts incorporated into a Graduate Certificate of Tertiary Education. The analysis highlights some congruence between educators’ mindfulness dimensions and their learning design conceptual frameworks. The mindfulness scores appear to indicate a propensity to be more mindful in designing curriculum, as indicated by participant concept maps, yet not necessarily towards the adaptive use of technology or learner/activity-based pedagogies. The authors suggest metacognitive strategies to encourage learning design reconceptualisation.
LanguageEnglish
Pages14-43
Number of pages30
JournalEducational Media International
Volume56
Issue number1
Early online date19 Mar 2019
DOIs
Publication statusPublished - 2019

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learning
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Curricula
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certification
graduate
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event
university
interview
education

Keywords

  • mindfulness
  • cognitive flexibility
  • online learning design
  • concept mapping
  • mental models

Cite this

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Novice online educator conceptual frameworks : a mental model exploration of mindful learning design. / Stewart, Cheryl; Bower, Matt.

In: Educational Media International, Vol. 56, No. 1, 2019, p. 14-43.

Research output: Contribution to journalArticleResearchpeer-review

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