Presentation at ICDE-2017 World Conference on Online Learning, held 16-19 October, 2017, Toronto, Canada

1. Teachers as Designers:
At the Confluence of Technology, Pedagogy and OER
Shironica P. Karunanayaka & Som Naidu
• Technology-enhanced teaching and
learning is an outcome of the
convergence of technology, pedagogy
and subject matter content.
• The specific forms of knowledge that
teachers require to effectively teach with
technology are a complex interaction
among three bodies of knowledge:
content, pedagogy, and technology
(TPACK) (Mishra & Koehler, 2006).
TPACK
1Shironica P. Karunanayaka_Som Naidu_ ICDE_World Conference on Online Learning-2017_Toronto_16.10.17

2. • The synergy of technology and pedagogy
in the teaching-learning process requires
attention to the design of learning
experiences.
• This needs careful thought about the
intersections of subject matter content,
pedagogical approaches and technological
affordances (Naidu, 2016).
DESIGN
2Shironica P. Karunanayaka_Som Naidu_ ICDE_World Conference on Online Learning-2017_Toronto_16.10.17

3. OUR STUDY
Research Questions:
1. What challenges were faced by the educators, in the convergence of technology and pedagogy
during their learning experience in the OER-integrated online course?
2. How and to what extent, the design strategies adopted in the OER-integrated online course
supported them to overcome those challenges?
3. What are the impacts of the OER-integrated online course on educators in developing their
competencies to design technology-enhanced learning experiences for their students?
A Design-based Research (DBR)
(Reeves, 2006)
Analysis
of Practical
Problems by
Researchers and
Practitioners in
Collaboration
Development of
Solutions
Informed by
Existing Design
Principles and
Technological
Innovations
Iterative Cycles of
Testing and
Refinement of
Solutions in
Practice
Reflection to
Produce ‘Design
Principles’ and
Enhance Solutions
Implementation
3Shironica P. Karunanayaka_Som Naidu_ ICDE_World Conference on Online Learning-2017_Toronto_16.10.17

4. CHALLENGES SUPPORT IMPACT
SBL Novelty, Changing practices Activities, Scaffolding, OER Self-regulated learning, Reflective practice
OER Novelty, Skills, Language, Time Guidance, Workshops, OLE Motivation, Satisfaction, Application
OLE Novelty, Skills, Technical, Time Interactions, Peer support Competencies, Confidence, Pride
FINDINGS
• Managing the complex interactions among content, pedagogy, and technology was
hindered by established conventional pedagogical practices, limited technical skills,
limited knowledge in the English language, technical issues and time constraints.
• However, the design of a variety of strategies - activities within the SBL approach; with
OER as learning resources; using the OLE; guidance, scaffolding, and close interactions
with the course instructors and peers, were very supportive in overcoming the challenges.
• The ‘Teachers as Designers’ approach enabled teachers to use their synthesized
knowledge in relation to content, pedagogy and technology to put it into practice in the
design of appropriate technology-enhanced learning experiences ​for their students.
4Shironica P. Karunanayaka_Som Naidu_ ICDE_World Conference on Online Learning-2017_Toronto_16.10.17

5. • Engagement in the OER-integrated online course with the
SBL design impacted educators in terms of enhanced
competencies, confidence, satisfaction and motivation to
create technology-enhanced learning materials.
• Without meticulous design of how these will work in
synergy, neither technology, nor the pedagogy would be as
engaging, effective or efficient.​
Shironica P. Karunanayaka_Som Naidu_ ICDE_World Conference on Online Learning-2017_Toronto_16.10.17 5
CONCLUDING REMARKS