No. 74 (2020): SPECIAL ISSUE Co-design of Technology-Enhanced Learning Experiences - December 2020

Editors of the Special Issue:
Victoria I. Marín (University of Oldenburg, Germany)
victoria.marin@uni-oldenburg.de

Sara L. Villagrá  (University of Valladolid, Spain)
sarena@pdg.uva.es

Learning design is an emerging topic of research in the field of educational technology that has a long history, which has grown in scope and influence over time. Besides, the emergence of new publications and projects in recent years in the area shows that the design and, concretely, the co-design of technology-enhanced learning (TEL) experiences is today a topic of increasing interest in the field of educational technology. However, despite the development of theoretical frameworks, tools and proposals aimed at helping teachers in this endeavour, there are several limitations in the sustainability and scalability of these approaches when these technologies are called to be integrated into teachers' educational practices.

For this special issue, we want to provide a broad overview of educational co-design in particular, looking for a wide range of contributions that add value to both theoretical underpinnings and the development of fieldwork experiences aimed at understanding how TEL experiences are being carried out in different educational settings. Likewise, we also want to highlight the shortage of institutional support for the development of educational policies devoted to cultural, ethical and social needs linked to the co-design of pedagogies for the digital era.

Therefore, this special issue is driven by the following question: what are the most effective educational practices and theories in the field of co-design?

Keywords: learning design, educational technologies, technology-enhanced learning (TEL), co-design.