Learning by design: teacher pioneers

Abstract

Purpose

This purpose of this paper is to introduce innovative ways to design, develop and implement original learning experiences, by defining certain design elements with illustrative vignettes from the classrooms of teacher pioneers.

Design/methodology/approach

A new rubric of design elements is presented that synthesizes and illustrates theoretical and empirical research.

Findings

Teacher pioneers implement instructional design elements in a manner that supports the subordination of teaching to learning in their classrooms.

Practical implications

The rubric organizes criteria to design, implement, analyze and evaluate the extent to which instructional resources and approaches, at all levels and in all content areas, are likely to foster learners’ independence, autonomy and responsibility.

Originality/value

This paper provides a useful, concise and clearly explained rubric of design elements that, when most effectively implemented, can prepare students to meet, with enthusiasm and confidence, whatever comes their way.

Citation

Williams-Pierce, C. and Swartz, T.F. (2016), "Learning by design: teacher pioneers", On the Horizon, Vol. 24 No. 3, pp. 268-279. https://doi.org/10.1108/OTH-05-2016-0024