The new role of instructors as learning designers: A transition from teaching to creating learning experiences
Article Sidebar
Main Article Content
Abstract
on one-way knowledge transmission from teachers to learners—insufficient in effectively fostering the essential competencies required of learners. The article proposes a conceptual shift from “teaching” to “creating learning experiences,” emphasizing learner-centered approaches, active learning, and experiential learning. The findings indicate that the content encompasses an explanation of teachers’ roles as learning designers, the design of meaningful learning experiences, the organization of learning environments and activities that promote learner engagement, as well as the integration of assessment and reflective practices to support continuous learner development. This analysis highlights that teachers must possess the ability to design learning systematically, appropriately utilize educational technologies and learning media, and function as facilitators and supporters of learning rather than mere transmitters of knowledge. In conclusion, the development of teachers’ roles as learning designers is a crucial factor in enhancing the quality of educational management and in fostering learners’ competencies aligned with the demands of contemporary society, enabling sustainable lifelong learning.
Article Details
References
สำนักงานเลขาธิการสภาการศึกษา. (2560). กรอบแนวคิดการพัฒนาทักษะผู้เรียนในศตวรรษที่ 21. กระทรวงศึกษาธิการ.
Andrade, H. L., & Brookhart, S. M. (2020). Classroom assessment as the engine of student motivation. Routledge.
Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change: The Magazine of Higher Learning, 27(6), 12–25.
Beard, C., & Wilson, J. P. (2018). Experiential learning: A handbook for education, training and coaching (4th ed.). Kogan Page.
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Open University Press.
Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 215–239). Lawrence Erlbaum Associates.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
OECD. (2019). Future of education and skills 2030: OECD learning compass 2030. OECD Publishing.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). ASCD.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.
Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student performance. Jossey-Bass.
Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). ASCD.
