Supporting practitioners’ design for learning: Principles of effective resources and interventions

This chapter considers support for practitioners as they incorporate technology into their teaching: how they use learning designs and other representations of practice, and how those representations promote professional learning. The authors discuss what characterizes effective interventions in practice, in order to develop a set of principles that can be used by staff and educational developers when planning work with practitioners. A final discussion of context and community brings together the process of staff development and the use of specific representations to support design for learning.